Core Materials Core materials provide a foundation for the routine activities in the Elementary classroom. These activities provide a means to address transitioning skills, including communication, employability, self-advocacy and social strategies. Student performance can be addressed in these areas by using the Core Rubrics in the Unique GPS.
MATERIALSTips for Printing and Organizing Core Materials
Need:
• Full-sheet labels • 1” x 4” address labels or .5” x 1.75” address labels • Cardstock paper • 4 rings or binding combs • 1” 3-ring, clear-view binder (for Personal Binder) • Sticky-back VELCRO®
Tasks to be printed on address labels:
1.0 Personal Binder tabs
Tasks to be printed on full-sheet labels:
1.1 Daily Schedule Events1.2 Calendar Events and Holidays 1.4 My Goals cards, happy/sad face cards
Tasks to be bound or used with rings:
2.0 Wash Hands, Wash Face and Brush Teeth task analysis cards5.0 Table Manners task analysis cards
Tasks to be printed on cardstock and laminated:
1.1 Daily Schedules3.0 Circle Time, Classroom, Snack Time and Clean-Up Job Lists and cards4.0 Attendance cards4.1 Calendar Report cards, Calendar Report forms (VELCRO®),
days, months, dates, years (VELCRO®)4.2 Weather Report cards, Weather cards, Temperature Guide, Joey the Weather Guy poster
and clothing cut-outs (VELCRO®)4.3 Lunch Menu Report cards, food cards, MyPlate poster5.0 Menu Planning food cards, Table Setting Guide6.0 Free Play choice cards
Transitional Goal - Communication: Demonstrate effective communication skills and strategies within school and community activities. Transitional Goal - Employability: Demonstrate effective personal skills and characteristics that affect employability potential. Transitional Goal - Self-Advocacy: Demonstrate skills, behaviors and attitudes to responsibly plan and advocate for personal goals.
Classroom Activities/Lesson Plan
Personal Binder: Instructions The Personal Binder is a student management tool. A 1”, 3-ring binder is optional for collecting and storing information. This personal binder contains class information as well as information shared between home and school. As students advance into older grades, they assume increased responsibility in the use of the Personal Binder. The binder is assigned to each student and contains the following categories:
• 1.1 Daily Schedules • 1.2 Monthly Calendars • 1.3 Sign-In • 1.4 My Goals • 1.5 Home Reports
Additional sections may be added depending on your classroom situation (e.g., homework, reading). Each section of the binder has a page divider and labels that can be used to make sectional tabs.
Differentiated Tasks
Level 3 Level 2 Level 1 • Students will independently take
responsibility for own binder. • Students will transport binder in the
classroom and to home with supports. • Students will indicate location of own
binder.
Resources and Materials Notes
Cover, index and title page dividers Page divider tab labels
• Purchase a durable 1”, 3-ring, clear-view binder for each student.
• Locate the cover page, index and title pages for the Personal Binder. Print these pages onto cardstock:
Personal Binder cover page Index
1.1 Daily Schedules
1.2 Monthly Calendars
1.3 Sign-In
1.4 My Goals
1.5 Home Reports
• Insert student’s name in the line provided on the cover page and place inside the clear-view front pocket of the binder.
• Place the index and title pages in page protectors. Insert them in order inside the binder.
• Locate the page tab labels. Create tabs using one of the two methods: • Larger Tabs - 1” x 4” (20 labels per sheet, most cost effective) Create tabs from provided labels by placing the printed labels onto their corresponding pages and then placing blank labels onto the back side of the pages/labels. This will create tabs for use in quickly locating title pages.
• Smaller Tabs with Clear-view Dividers - 1.75” x .5” (80 labels per sheet) Place the title pages into the clear-view dividers. Place the tabs into the appropriate slots for the divider pages.
Transitional Goal - Employability: Demonstrate effective personal skills and characteristics that affect employability potential. Transitional Goal - Daily Living: Demonstrate effective skills to participate in all aspects of age-appropriate daily living and self-help activities.
Classroom Activities/Lesson Plan
Personal Binder: Daily Schedules Schedules are important for students of all abilities. Some students will require a schedule throughout all school years in order to transition from one activity to the next. Others may need schedules to reach a greater level of independence to complete a series of tasks. • At the Elementary level, schedules may begin as a class schedule where everyone moves to the next activity. Gradually, this may become
an individual schedule customized to the student’s daily routines. • This lesson includes a variety of schedule options. Large picture cards are provided for creating a classroom schedule. Smaller schedules
are provided for daily schedules. • The time section is left blank so the time may be written in. To make the schedule formats reusable, print the schedule and cards, laminate
and affix to the schedule chart with VELCRO®. • Encourage students to refer to the schedule, identify “what’s next?” and move to the activity area or get needed materials. Schedule items
may be taken off of the schedule when done. • Students with the most significant disabilities (level 1) may also benefit from schedules that provide them with a means to interact with
others, as the caregiver or staff tells them what’s next and then looks for a response that indicates a readiness to go to the next activity.
Differentiated Tasks Level 3 Level 2 Level 1 • Students will independently check the
schedule and identify the next activity. • Students will point to a picture card on a
schedule that indicates the next activity of the day.
• Using an active participation response form, students will indicate a readiness to begin the next activity on a schedule.
Transitional Goal - Communication: Demonstrate effective communication skills and strategies within school and community activities. Transitional Goal - Daily Living: Demonstrate effective skills to participate in all aspects of age-appropriate daily living and self-help activities.
Classroom Activities/Lesson Plan
Personal Binder: Monthly Calendars The monthly calendar is also part of the student’s binder. This calendar is used for recording classroom events and special dates. As students get older, a monthly calendar should become a personal record-keeping tool. At the Elementary age, it is also a tool that can help keep parents informed of classroom activities, thus allowing the student and parent to engage in a conversation on upcoming events. • The monthly calendar can be customized by writing special events on the dates or by using the icon stickers to mark an event. To make the
icons into a sticker page, print on full sheet of label paper. • During Circle Time, this monthly calendar can be reviewed each week to look at special events that are happening. These may also be
placed on a large monthly calendar, if desired. • Talk about what’s happening this week and look for the week on the calendar. Talk about “how many days until…” to develop the “future”
concept. The overall goal is to get the students more familiar with present and future as displayed on a monthly calendar. Students may also cross out or make a mark on the current day to again work within the monthly format of the calendar.
Differentiated Tasks
Level 3 Level 2 Level 1 • Students will locate the day on a monthly
calendar and any special events for a week.
• Students will point to a picture of a special event in a given week.
• Students will attend to a monthly calendar as a special event is placed on a given day.
Resources and Materials Notes
Monthly calendars Calendar event and holiday stickers
Transitional Goal - Communication: Demonstrate effective communication skills and strategies within school and community activities.
Classroom Activities/Lesson Plan Personal Binder: Sign-In The sign-in activity is part of the routine at the beginning of the day. Signing in is a way to personally report “I’m here” and simulates the clocking-in process for later years when employment might be possible. At the Elementary level, signing in is also a means to practice personal identification information and the writing, or production, of one’s own name. • The sign-in sheet may be kept in the student’s binder, or it can be placed in a sign-in location in the classroom that students come to as part
of their routine when entering each day. • Students will also locate the day on the chart for the row in which they will sign in. • The sign-in section of the chart has two blank areas: one column may be used to present or write a model for the student and the other is for
the student to write or produce his or her own name.
• Modeling is a good way to show a student the writing process. This can also be a good technique for students who may not or will not have the physical ability to write. However, they can begin to understand “writing” or signing their own name when hearing the staff partner “talk” the writing process. While writing, the staff partner will describe what he/she is doing (e.g., “The first letter in your name is A. Start at the top for one line down, start again for the next line down. Now add a short line in the middle to connect these lines. That’s a capital A. All names begin with a capital letter.”).
• Students may sign in using a variety of methods - writing, attempting to write (scribbles), looking at the model to copy, recognizing a printed name card and placing it in the space provided, finding his or her name with a picture association and affixing, using a name stamp or even activating a talking device with his or her name being pronounced.
Differentiated Tasks
Level 3 Level 2 Level 1 • Students will independently write or
produce own name as part of a daily sign-in process.
• Students will locate printed name, copy or trace name as part of a daily sign-in process.
• Using an active participation response form, students will indicate recognition of own name or picture.
• Using an alternative communication system, students will activate a talking device to state indicate or state own name.
Transitional Goal - Communication: Demonstrate effective communication skills and strategies within school and community activities. Transitional Goal - Employability: Demonstrate effective personal skills and characteristics that affect employability potential. Transitional Goal - Self-Advocacy: Demonstrate skills, behaviors and attitudes to responsibly plan and advocate for personal goals. Transitional Goal - Social Strategies: Demonstrate interpersonal skills that have potential to develop healthy relationships. Transitional Goal - Daily Living: Demonstrate effective skills to participate in all aspects of age-appropriate daily living and self-help activities.
Classroom Activities/Lesson Plan
Personal Binder: My Goals During routine activities of the day, the student has the opportunity to practice skills and behaviors that build transitional readiness. Teachers may evaluate these core areas of transition in the Unique GPS, Core Rubrics. Those same goals can transfer into a “self-evaluation” completed by the student. • This activity includes five self-evaluation forms: Communication, Employability, Daily Living, Social Strategies and Self-Advocacy. Students
complete the form by checking the column that indicates a skill that is used most of the time, sometimes or need to work on. • As part of the self-evaluation process, the student will select goals to work on. The student will use the goal chart to affix five focus goals.
These goals may be addressed for a week, a month or longer, depending on how this is set up in your classroom. • At the end of each day, a teacher or staff member will review the goals with the student and again assist on a self-evaluation of progress.
This goals chart has a place where a happy face can be placed for ‘good work’ and a sad face for ‘still needs work’. These may be integrated into a classroom reward system.
• Keep the goals chart in the student’s personal binder for daily and weekly monitoring. Goals may be changed and the student may again complete the self-evaluation form to select new goals.
• Students with the most significant needs can also select goals from this form. For example, the communication goal, “I can ask for things I want,” may be facilitated by the use of picture cards or a voice output device.
• Additional goals which are specific to the student’s IEP goals may be added.
Differentiated Tasks Level 3 Level 2 Level 1 • Students will self-monitor selected goals
for improvement. • Students will select “good” or “needs
work” pictures to indicate daily progress on goals.
• Students will make a selection of “good” or “needs work” when asked about a personal goal.
Resources and Materials Notes
My Goals self-evaluation forms My Goals chart My Goals cards Happy and sad face cards
ELEM, Core MaterialsPersonal Binder, Task 1.4, My Goals
Transitional Goal - Communication: Demonstrate effective communication skills and strategies within school and community activities.
Classroom Activities/Lesson Plan Personal Binder: Home Reports The Home Report is a means to convey information to family at home, and it helps build communication skills by sharing information about daily activities. While there may be notes that need to be sent home to the parents (e.g., Johnny needs more diapers), this section is for the students to be able to respond to a parent’s question, “What did you do at school today?” Therefore, in whatever manner the information goes home, it should be created with the student and a staff partner and written in a format that reflects the student as the person sharing information. • Use the Home Report form to guide the student as he or she selects 1 - 4 pictures to represent activities of the day. Affix to the page. The
student will select a picture that represents something he or she really enjoyed. The student can indicate if it was a good or bad day at school by circling the appropriate picture. Additional space to write other comments about the day that the student may want to share is provided.
• Included is a parent letter that may be sent home to help parents know about the Home Report and how to use this to build daily conversation.
• Students who do not have verbal skills will also benefit from making picture choices to tell about his or her day. Messages may be programmed on a sequencing voice output device that builds conversational turn-taking skills. (Examples of a script may be: 1. Want to hear about my day? 2. I went to art class. 3. It was cool because we painted today. 4. Look in my backpack and you will see my picture. 5. Are you going to put it on the refrigerator?)
Differentiated Tasks
Level 3 Level 2 Level 1 • Students will create a home report and
convey the message to a parent or family member.
• Students will select pictures of the activities of the day and point to these to convey a message to a parent or family member.
• Students will select a picture of an activity for the day when given a choice of 2 (errorless).
• Using an active participation response form, students will convey a message about the day’s activities.
Resources and Materials Notes
Parent letter Home report Activity pictures
ELEM, Core MaterialsPersonal Binder, Task 1.5, Home Reports
Each day your child will bring home a Home Report of the day’s activities. This is something for you to read, but we also ask that you encourage your child to share information with you. The picture on the page may serve to help your child tell you about these activities. Try to set aside a few minutes each day as your child arrives home to talk about “What did you do at school today?”, while presenting the home report form. Ask questions that will provide your child with prompts to tell you more, show you things he/she made or did and encourage good conversationalturn-taking skills.
Thank you,
ELEM, Core MaterialsPersonal Binder, Task 1.5, Home Reports
Transitional Goal - Self-Advocacy: Demonstrate skills, behaviors and attitudes to responsibly plan and advocate for personal goals. Transitional Goal - Daily Living: Demonstrate effective skills to participate in all aspects of age-appropriate daily living and self-help activities.
Classroom Activities/Lesson Plan
Daily Living: Grooming Check The development of good grooming skills is an important part of independent living and future employability. At a young age, students need to practice basic hand washing, face washing and teeth brushing skills. These can be integrated into the day’s routine as tasks that have a sequence of skills. • Photo sequence cards are provided with the steps for hand washing, face washing and teeth brushing. Cards may be posted near a sink
area, or they can be used as flip cards to show each step. • Students with more significant needs who require total support for these tasks should develop a signal or response that shows a readiness
for having these tasks performed for them.
Differentiated Tasks Level 3 Level 2 Level 1 • Students will independently demonstrate
the skills for hand washing, face washing and teeth brushing.
• Students will perform steps for hand washing, face washing and teeth brushing with decreasing amounts of support.
• Students will indicate a readiness response for hand washing, face washing and teeth brushing.
Resources and Materials Notes
Task analysis cards: Wash hands Wash face Brush teeth
ELEM, Core MaterialsDaily Living Club, Task 2.0, Grooming Check
Transitional Goal - Employability: Demonstrate effective personal skills and characteristics that affect employability potential. Transitional Goal - Self-Advocacy: Demonstrate skills, behaviors and attitudes to responsibly plan and advocate for personal goals.
Classroom Activities/Lesson Plan
Vocational: Job Lists Classroom jobs can be varied within an Elementary classroom. These tasks give the students the ability to see themselves as “workers” with responsibilities. It is also a time when students may learn to ask for help if needed. • The job cards in this activity are generic and additional job cards may be added depending on the classroom situation. Several of these jobs
can be assigned as part of other activities, including Circle Time and Snack Time. Teachers may select the jobs that are best for the given classroom. This task lesson contains the cards for making a job chart. Job descriptions are listed in related task lessons.
• Circle Time Jobs: Attendance Reporter, Calendar Reporter, Weather Reporter, Lunch Menu Reporter
• Classroom Jobs: Line Leader, Caboose (end of the line), Water Plants, Office Runner, Pass Out Papers, Pass Out Supplies, Lunch Count
• Snack Time Jobs: Make Snacks, Set Table, Pass Out Snacks, Pour Drinks, Clean Up • Clean-up Jobs: Recycle Paper, Clean Book Area, Clean Kitchen Area, Empty Trash,
Clean Bookshelves For students with more significant disabilities (level 1), the goal must be to find active ways that the student can participate in jobs. This may include making choices between activities to do, using physical assistance for participation and the use of a voice output device to give directions for a specific task.
Differentiated Tasks
Level 3 Level 2 Level 1 • Students will independently complete
daily and weekly jobs in the classroom.
• Students will complete daily and weekly jobs in the classroom with decreasing amounts of support.
• Students will participate in classroom jobs with physical assistance or use of assistive technology.
Transitional Goal - Communication: Demonstrate effective communication skills and strategies within school and community activities. Transitional Goal - Employability: Demonstrate effective personal skills and characteristics that affect employability potential. Transitional Goal - Social Strategies: Demonstrate interpersonal skills that have potential to develop healthy relationships.
Classroom Activities/Lesson Plan
Circle Time: Attendance Report Circle Time is a routine activity in many classrooms. It is important to realize that this small group activity may not be as much about the content of the Circle Time activity (who is here or not here, etc.) but more about the many communication, social and employability skills that are embedded within this learning experience.
• Communication - answering questions, looking at the speaker, waiting your turn to talk • Social Strategies - talking to the teacher and other students, raising hand to talk • Employability - listening to the teacher, following directions
The attendance chart may be filled in prior to circle time (as a classroom job) or as part of the complete circle time activity.
• Name cards can be the printed name, with or without a student picture added. • Names are sorted according to students who are “Here Today” or “Not Here Today”.
The attendance reporter will be responsible for putting the cards in the appropriate column (here, not here) and for announcing to the class who is here or not here.
• The reporter will count the number of students in each column and announce the number of students here or not here. • If an attendance sheet is required in the school office, the reporter may also be responsible for getting this together.
Differentiated Tasks
Level 3 Level 2 Level 1 • Students will complete the attendance
chart with names of students who are present or absent and announce results to the class.
• Students will sort student pictures for those who are present or absent for the day.
• Using an active participation response form, students will announce the number of students present or absent.
Resources and Materials Notes
Attendance report Attendance sorting cards: Here Today, Not Here Today Name/picture cards
ELEM, Core MaterialsCircle Time, Task 4.0, Attendance Report
Transitional Goal - Communication: Demonstrate effective communication skills and strategies within school and community activities. Transitional Goal - Employability: Demonstrate effective personal skills and characteristics that affect employability potential. Transitional Goal - Social Strategies: Demonstrate interpersonal skills that have potential to develop healthy relationships.
Classroom Activities/Lesson Plan
Circle Time: Calendar Report Circle Time is a routine activity in many classrooms. It is important to realize that this small group activity may not be as much about the content of the Circle Time activity (days, months, etc.) but more about the various communication, social and employability skills that are embedded within this learning experience.
• Communication - answering questions, looking at the speaker, waiting your turn to talk • Social Strategies - talking to the teacher and other students, raising hand to talk • Employability - listening to the teacher, following directions
The calendar leader job is one that requires asking questions of other students: “What day is today? What is the date? What day was yesterday?” This will encourage students to take an active role in asking questions of other students, not just the adult and student interaction that typically occurs. Script cards are provided with this lesson to encourage questions. These are also questions that can be programmed on a voice output device.
• Communication skills are important when asking and answering questions. Look at the person you are talking to. The person asking questions should say the name of the person they want to answer.
The questions that are asked may vary from classroom to classroom. Sentence templates are provided for several calendar starter sentences (date, today, tomorrow, yesterday) and days of the week cards that can be affixed to a bulletin board. This activity may be done in conjunction with the monthly calendar (4.0).
• Extension worksheets for students to write or fill in an individual page on the day’s date and weather are provided. • Songs for the days of the week are engaging for the students. A link to several song options are found in the notes section.
Transitional Goal - Communication: Demonstrate effective communication skills and strategies within school and community activities. Transitional Goal - Employability: Demonstrate effective personal skills and characteristics that affect employability potential. Transitional Goal - Social Strategies: Demonstrate interpersonal skills that have potential to develop healthy relationships.
Classroom Activities/Lesson Plan
Circle Time: Weather Report Circle Time is a routine activity in many classrooms. It is important to realize that this small group activity may not be as much about the content of the Circle Time activity (cloudy, sunny, etc.) but the various communication, social and employability skills that are embedded within this learning experience.
• Communication - answering questions, looking at the speaker, waiting your turn to talk • Social Strategies - talking to the teacher and other students, raising hand to talk • Employability - listening to the teacher, following directions
The weather report involves observing or gathering information about the day’s weather and reporting this to others. Why do we learn about the day’s weather? Because it affects what we do and what we wear. Therefore, this lesson includes “Joey the Weather Guy” and the clothing items that can be changed each day to accommodate the weather conditions. • Joey can be assembled and laminated for a bulletin board display. Affix VELCRO® to the clothing items and body parts on Joey. • The weather reporter may look at the weather for reporting before circle time or as part of the circle time activity process. The reporter will
be responsible for leading the discussion on what the current weather conditions are and the clothing that would be appropriate for this weather. Add weather words to the sentence starters and clothing items to Joey.
Differentiated Tasks
Level 3 Level 2 Level 1 • Students will determine the day’s
weather and report it to others. • Students will point to pictures that
indicate the weather of the day. • Using an active participation response
form, students will give a daily weather report.
Resources and Materials Notes
Weather report cards Weather cards Temperature guide Joey the Weather Guy poster Joey’s clothing cut-outs
http://news2you.n2y.com/kidssite/JoeyWeather.html www.preschooleducation.com/sweather.shtml Additional supporting pictures may be downloaded from SymbolStix Online, which is available at no cost to all Unique subscribers at: n2y.com
Transitional Goal - Communication: Demonstrate effective communication skills and strategies within school and community activities. Transitional Goal - Employability: Demonstrate effective personal skills and characteristics that affect employability potential. Transitional Goal - Social Strategies: Demonstrate interpersonal skills that have potential to develop healthy relationships.
Classroom Activities/Lesson Plan
Circle Time: Lunch Menu Report Circle Time is a routine activity in many classrooms. It is important to realize that this small group activity may not be as much about the content of the Circle Time activity (food items, etc.) but the many communication, social and employability skills that are embedded within this learning experience.
• Communication - answering questions, looking at the speaker, waiting your turn to talk • Social Strategies - talking to the teacher and other students, raising hand to talk • Employability - listening to the teacher, following directions
The menu board may be assembled prior to the circle time activity or during the lesson.
• The menu reporter will be responsible for asking questions and placing the menu items on the category chart each day. • The menu category chart has areas where we can identify foods: main dish (a sandwich, a casserole, etc.), a vegetable, a fruit, a
dessert and a drink. The food item cards will be named and placed on a bulletin board within these categories. The sorting of foods into sections is a helpful way to begin talking about balanced meals.
• This may also be a time to have each student identify if he or she is eating the school lunch or has packed a lunch for that day.
Differentiated Tasks Level 3 Level 2 Level 1 • Students will identify and name food
items on the day’s school menu. • Students will select pictures of items of
food from the day’s menu. • Students will make a choice of food item
pictures to be placed on the day’s menu chart.
Resources and Materials Notes
Lunch menu report cards Food cards USDA MyPlate poster
www.choosemyplate.gov Additional supporting pictures may be downloaded from SymbolStix Online, which is available at no cost to all Unique subscribers at: n2y.com
Transitional Goal - Communication: Demonstrate effective communication skills and strategies within school and community activities. Transitional Goal - Employability: Demonstrate effective personal skills and characteristics that affect employability potential. Transitional Goal - Social Strategies: Demonstrate interpersonal skills that have potential to develop healthy relationships.
Classroom Activities/Lesson Plan
Circle Time: Current Events Report Circle Time is a routine activity in many classrooms. It is important to realize that this small group activity may not be as much about the content of the Circle Time activity (current events, etc.) but more about the many communication, social and employability skills that are embedded within this learning experience.
• Communication - answering questions, looking at the speaker, waiting your turn to talk • Social Strategies - talking to the teacher and other students, raising hand to talk • Employability - listening to the teacher, following directions
Current Events is a time for all students to share. The students may share something that is happening at home or in their town. Students may bring pictures to help convey their event.
• A current events sharing guide to help students plan what they want to talk about is provided. This form may be sent home so parents may assist their child in preparation.
This may also be a time to introduce and talk about school events that are happening. The News-2-You weekly newspaper has current events topics that are new each week. This may be a time to discuss the events in the newspaper, thus leading to other parts of the newspaper that can be worked on for individual or small group lessons, including reading, recipes and jokes.
Differentiated Tasks
Level 3 Level 2 Level 1 • Students will share information that is
pertinent to the student. • Students will show pictures to convey
information about a current event. • Using an active participation response
form, students will tell about an event in his or her life.
Resources and Materials Notes
Current events sharing guide News-2-You form
ELEM, Core MaterialsCircle Time, Task 4.4, Current Events
Transitional Goal - Social Strategies: Demonstrate interpersonal skills that have potential to develop healthy relationships. Transitional Goal - Daily Living: Demonstrate effective skills to participate in all aspects of age-appropriate daily living and self-help activities.
Classroom Activities/Lesson Plan
Snack Time: Snack Activities Snack time is a frequent activity in an elementary classroom. It is also an opportunity to build many daily living skills, such as making food choices, preparing simple foods, setting the table, cleaning up and practicing table manners. This is also a social time outside of the structured learning activities. Menu Planning: Provide choices of snack and drink items each day. Pictures of common snack items are provided. This may also be a time to prepare simple recipes. Recipes are provided in the unit materials and in News-2-You articles. Assign students to prepare and serve menu choices for the day.
• Serving food is a good opportunity for asking questions (e.g., “Do you want a cookie?”) and counting a number of objects (e.g., count out three pretzels on each plate).
Table Setting: A placemat that can be used as a guide for table setting is included. Some snacks may require the use of a plate, napkin, spoon, fork or cup. Each day may be different, depending on the snack of choice. Students will put the placemat before each chair or setting, followed by the items that are needed for the day. “Please” and “thank you” prompts are provided on the table setting guide. Table Manners: Table manners can be learned in a snack setting. These are displayed in pictures for teaching but are taught in the actual snack time.
• Say “please” and “thank you” (prompt cards are on the table mat). • Sit down while eating. • Don’t touch others’ food. • Say “excuse me” if you burp. • Wipe your mouth.
Clean-up: Cleaning up after snack time may be assigned to one student (such as wiping the table, washing dishes) or each student may be responsible for throwing trash away and putting dishes in the sink.
Differentiated Tasks
Level 3 Level 2 Level 1 • Students will independently plan, set up,
eat and clean up during snack time. • Students will plan, set up, eat and clean
up during snack time with support. • Students will socially interact with others
Transitional Goal - Employability: Demonstrate effective personal skills and characteristics that affect employability potential. Transitional Goal - Social Strategies: Demonstrate interpersonal skills that have potential to develop healthy relationships.
Classroom Activities/Lesson Plan
Recreation and Games: Activity Choices and Rules Recreation-leisure for young children involves many different skills: guided imaginary play, motor planning, sharing with others, interaction with others, taking turns and cleaning up after play. These play activities have been divided into these groups:
• Free Play: In free play, students select their own activity. Many times this involves toys that are on a shelf or in a designated play area. Many of the toys that are available in this area should provide imaginary play options: toy cars, trucks, dolls, kitchen sets, building blocks, little people and animals play sets, etc. Guided free play enables an adult to parallel play and model behaviors. Photographs of toy items can be made as a choice-making option. (Choice-making board and clean-up song and pictures are included.)
• Table Games: Table games may include simple board games, card games or memory games. These types of games teach turn-taking skills. Modifications to the table games should be made to reduce the amount of time on task but still allow for a beginning and ending time frame. (Rules for match game and board game are included.)
• Group Motor Games: Group motor games require movement in an organized manner. Group games, like duck-duck-goose, musical chairs and tossing a ball in a circle, encourage play in an organized format where rules are important for all to follow.
Differentiated Tasks
Level 3 Level 2 Level 1 • Students will demonstrate appropriate
play skills in a variety of formats. • Students will participate in play activities
with increasingly less support. • Students will participate in play with
modifications and supports.
Resources and Materials Notes Free play choice cards Clean up song Table game rules Match game rules
Additional supporting pictures may be downloaded from SymbolStix Online, which is available at no cost to all Unique subscribers at: n2y.com
