Optional Printable Activities

Week of 6/1/20 In The Small, Small Pond

Cut and Paste Activity: Cut apart the small pictures. Place 2-4 pictures in front of your child. Name a picture for your child to find. (i.e. Can you find the fish that lives in the pond?). Once they locate picture have them place/glue it on the pond.

Who Lives in a Pond?: drive.google.com/open?id=1_i_2HqIjYbJb4awADDxye-Em1qCYmywh

One more Bug Activity: Focusing on WHO-Question Form. Cut out the small bug pictures. Place 2-4 pictures in front of your child. Read the question and help your child locate the correct bug to answer the question. Glue/place small picture on the correct page. docs.google.com/presentation/d/1uE5l9GOYU00ZV67VFnFHXQGWGgMSt_p49qhgnRmpPaY/edit?usp=sharing

Week of 5/24/20 Bugs

Sorting

Field of 2 Bugs/Food: drive.google.com/open?id=1ZMLhNgC3BSaovU-U3f4qTYfoSKvMFjdh

drive.google.com/open?id=16jVoqBlNC_TbJI5KHOm2dvUDtUPRJMhR

Field of 3 Bugs/Food/Letters: drive.google.com/open?id=1ZByRAkakyPT5sTodUOJf7_eA4iX1mqo2

drive.google.com/open?id=12RV9RwG9fG9OlT4EV5KKw3pxJx-rZhYR

Week of 5/11/20

Following Directions:

Springtime Directions: This is following directions embedded with 1-2 elements.

The following is suggested.

1. Glue a butterfly on a flower. Extra challenge: Glue the butterfly on a yellow flower

2. Glue the lady blu on a flower. Extra Challenge: Glue the ladybug on a pink flower

3. Glue the sun in the sky. Extra Challenge: Glue the sun above the tree.

4. Glue the boy flying the kite on the grass: Extra Challenge: Glue the boy flying a kite next to/beside the tree.

5. Glue the caterpillar on the tree. Extra Challenge: Glue the caterpillar on a tree branch.

drive.google.com/file/d/1N7A7cWegiUPoaO9joVSaUpS4WSJcHHkG/view?usp=drive_web

Week of 5/4/20

Sequencing:

Place the three steps to the sequence in front of the child in the correct order. Describe the sequence by saying “First, ____. Next, _____. Last, _____,” while describing each picture. Ask the child questions about what happened first, next, and last.

Then, mix up the pictures and place them back in front of the child. Ask the child to pick out which step happened first and place that on a sequencing strip (like in the picture below) or just in front of them on the table. Then, ask them which step happened next. Place that one next to the first picture and finally ask the child what happened last and lay that one in the line.

Keep practicing this until the child can consistently arrange the three pictures into the correct order after you give your demonstration.

Next, we’ll use the same three-step sequences from above but instead of modeling the sequence first, we’ll just give the child the mixed up pictures right away and ask the child to put them in the correct order. If the child needs help sequencing them, we will help.

Once the child can correctly put three-step sequences in order, increase the challenge to a 4 picture scene.

Extra Challenge. Once the pictures are in the correct order, Encourage your child to describe the sequence by saying “First ____” and describing the first picture. Then, have the child do the same with “Next, ___” and “Last, ____”.

3 scene Sequencing: drive.google.com/open?id=1CwDlX8NwMSOa9hCmoJhM5-RW4HUAcDTi

4 Scene Sequencing: drive.google.com/open?id=1T5w4ZjeIvKdHxc2gjLMzY_4asTE2n3UI

Another Book: documentcloud.adobe.com/link/track?uri=urn%3Aaaid%3Ascds%3AUS%3Af0ffaa9c-e93a-44aa-918e-35e7d5495aac

**See Below

Week of 4/27/20-

Spring Bingo: Needs: 1 or more bingo game print outs (either 9 or 16 picture game board), Something to place on each picture to indicate it has been found (EX. Goldfish cracker, a piece of cereal, coins, marker/crayon, buttons, piece of play doh, finger to point)

Levels of Play:

• Matching-Print out 2 copies and cut out the pictures from one of the boards. Say the name of the pictures and match them to the game board (Say: “Match butterfly” or “Find Same”)

• Receptive Identification: Name a picture and have your child place a marker on it to indicate it has been found (Say: “Show me the butterfly”).

• Understanding Descriptive Language: Describe a picture using feature and/or function. Have your child place a marker on it to indicate (Example Say: “Show me the one with black spots, Show me the one with a beak and flies, Show me the one that gets us all wet, Show me the one that is tiny and plant in the dirt, Show me what flys and has orange wings”).

9 picture Bingo-- documentcloud.adobe.com/link/review?uri=urn%3Aaaid%3Ascds%3AUS%3A52140bef-25b9-4fce-a9df-6ff6f831b298

16 picture Bingo-- documentcloud.adobe.com/link/review?uri=urn%3Aaaid%3Ascds%3AUS%3A44a00e61-6f77-42d3-ab65-f82f185c2e1a

Week of March 30

• Simon Says: Simon Says is a game that can be played with one child, to everyone in the family. This game is most effective at teaching children various kinds of verbs(run, jump, hop, touch, clap), nouns (shoes, shirt, pants, tree, hose), body parts (eyes, nose, chin, neck, shoulder), quantity concepts (1 time, 2 times, 3 times) and prepositions (over, under, around). Most kids will also want to take turns playing Simon, which gets them excited about forming their own commands. Visual modeling (i.e. having the person who is “Simon” act out the directions as they say them) is a great way to support children in understanding the directions.

You can say things like:

• “Simon says run around the tree”

• “Simon says jump over the hose”

• “Simon says touch your chin"

• "Simon says clap 2 times"

• "Simon says pretend to be an airplane"

• "Simon says make a sound like a lion”

Increase the level of difficulty and work on sequencing while playing by adding in multi-step directions. Here are some examples:

• “Simon Says clap then jump”

• “Simon Says touch your nose then touch your belly”

• “Simon Says give a high five then sit.”

Why Play? This works on following directions, attention, turn taking, imitating, receptive and expressive vocabulary, and using words/phrases/sentences.

Week of April 6

• Hide-N-Seek With Location Concepts (in, on, under, next to, behind, on top, at the bottom)

1. First, gather 6 familiar objects. For example: a toy car, a ball, a lego, a doll, a teddy bear, etc. After you gather your objects count each one together to make sure you have 6. If your child is not yet able to count to 6 try gathering 3 items or 5 items.

2. Next let your child pick 1 object from the group you gathered. If your child has difficulty making choices hold up 2 items (one in each hand) and say For Example; "Do you want ball or teddy bear". They can select their preferred item by pointing to it, saying it or using a visual gaze.

3. Then, tell your child you are going to hide the object (i.e. "Hide your eyes while I hide your teddy bear. No peeking!"). Once they hide their eyes you hide the item (Then can practice rote counting to 10 while you are hiding the object.). Once it's hidden you give a direction...For example; The teddy bear is hiding under your bed. Let's go find it", "The ball is hiding in Mama's shoe", The car is hiding on the kitchen chair", The baby doll is hiding behind the couch" . Let your child lead the way to finding the object after you give the direction. If they can't find it based on your direction, give them visual cues (pointing) and repeat the direction to ensure success in finding the hidden object.

4. For an advance challenging you can also give more difficult clues, like a description of the object. For example, "The toy that bounces is hiding in the basket", "The toy the says Choo-Choo is hiding behind the curtain."

Why work on Location Concepts? documentcloud.adobe.com/link/track?uri=urn%3Aaaid%3Ascds%3AUS%3A483b9788-dbb6-4792-b9a0-b39275229c49

Week of April 13

Sorting & Categorizing:

Why is teaching categories important?

Teaching categories is important for vocabulary development. Sorting involves separating objects into groups according to their similarities, which means they are also noticing differences. As sorting skills develop so should the complexity of the sorting tasks. Be creative!! Next time your child is helping you clean up toys, ask for all the toys with a specific attribute (such as color, or size), then objects of a certain kind, or with a specific function (such as toys that make noise, can be snuggled, stacked, or rolled). Have children explore different ways to sort objects into similar groups. The groups, or categories, could be general concepts such as "hard things" "soft things" or something personal, such as "things that were gifts," "things I found outside." Let your child create a category!

What helps when working on sorting and categorizing?

• Visual cues and prompts help with categorization.

• Physically manipulating and touching objects can make a categorization activity more meaningful.

• Categories chosen must be meaningful and relatable to the child

• Self-talk is a strategy that helps with organization in categorization activities.

Developmental Progression of Sorting and Categorizing:

• Match identical objects and pictures (Find 2 matching socks)

• Sort a group of objects or pictures into two identical sets (Put all the red cars together, put all the blue cars together)

• Sort a group of objects by one feature (Put all the animals with feathers together)

• Sort into 2 and 3 categories (Sort by shoes and spoons)

• Name categories (Circle, Square, Rectangle, Star, Oval..These are all?)

• What doesn’t belong and why (Red, Blue, Green, Lion...What doesn’t belong?)

• What goes together and why (Why do slide and swing go together?)

• Name multiple items of a given category (Tell me things you see in the bathroom)

Suggestions for Sorting Activities.

Matching Level (Beginning):

• Find 2 matching spoons

• Find 2 matching socks

• Find 2 matching shoes

• Find 2 matching pillows

• Work in putting matching pieces into an inset puzzle

Sorting Level (Middle): Color, Shape, Size, Location, Feature, Function

• Sort by same color, shape (ex. Find all the red blocks)

• Sort blocks by 2 different colors or shapes (ex. “Put the blue blocks here and the red blocks over there.”)

• Sort books, pillows, or cups by big and small

• Sorting laundry to be washed (pants, shirts, socks, or light, dark)

• Putting away own laundry (sorting into appropriate drawers)

• Putting away toys (put all the cars in this bin/box, all the animals in another bin)

• Sorting groceries according to where they go (refrigerator, pantry, or cabinet)

• Toy items with buttons and/or without buttons, with wheels and/or without wheels

• Animals with feathers, or fur, or 4 legs, or 2 legs, swim in the water, etc

• Toys that make noise

• Toys that are soft

• Things that roll, stack, bounce, etc

Categorizing Level (Advanced): Try using the category label:

• Let’s find/Show me all the food.

• Let’s find/Show me all the clothes.

• Let’s find/Show me all the bugs.

• Let’s find/show me all the animals.

• Let’s find/Show me all the drinks.

Read Aloud Sort It Out! www.youtube.com/watch?v=TdSw0dUHkWU

Articulation Activity Ideas

Articulation Websites

Below are 2 sites where you can find picture cards for many speech sounds. You may have to scroll down the sites until you find the sound pictures you need. You can also go to Google and search for sounds. For example “articulation /k/ sound” and many speech therapy sites should be listed.

http://mommyspeechtherapy.com/?page_id=55

https://heatherspeechtherapy.com/worksheets/

Language Resources

documentcloud.adobe.com/link/track?uri=urn%3Aaaid%3Ascds%3AUS%3A5076ba81-8bd9-4838-b589-bd3d92951f6b