# data[].attributes.body
Use a simple picture communication board with 6-8 familiar objects/actions. Students point to pictures to 'tell' a story sequence. Teacher models first, then students take turns. Supports ELPAC alternate assessment communication skills through visual representation and sequencing.

# data[].attributes.body
Provide hand mirrors and emotion picture cards. Students match their facial expressions to emotion cards (happy, sad, surprised, angry). Use simple gestures and modeling. Builds vocabulary recognition and self-awareness while supporting nonverbal communication assessment tasks.

# data[].attributes.body
Modified Simon Says using basic action words with visual cues: jump, sit, clap, wave, stop. Use picture cards alongside verbal commands. Students respond through movement rather than speech, aligning with alternate ELPAC physical response tasks.

# data[].attributes.body
Provide colored objects and shape cutouts for sorting activities. Students categorize by color or shape using pointing, placing, or simple gestures. Teacher uses repetitive language: 'red circle,' 'blue square.' Supports vocabulary building and classification skills.

# data[].attributes.body
Create a visual schedule showing daily activities with pictures (snack time, circle time, play time). Students move picture cards to 'finished' section as activities complete. Builds sequence understanding and routine vocabulary through visual supports.

# data[].attributes.body
Fill bins with different textured items (smooth stones, rough sandpaper, soft fabric). Students explore textures and match to texture cards. Teacher provides descriptive language. Supports tactile learning and vocabulary development for nonverbal learners.

# data[].attributes.body
Present two preferred items/activities and have students indicate choice through pointing, reaching, or eye gaze. Practice 'more' and 'finished' concepts using simple gestures. Builds decision-making skills and basic communication intent.

# data[].attributes.body
Provide simple instruments (shakers, bells, drums). Students explore cause-and-effect while teacher narrates actions: 'shake shake,' 'loud,' 'quiet.' Use turn-taking and imitation. Supports auditory processing and action-vocabulary connections.

# data[].attributes.body
Read simple books with repetitive text and provide related props (toy animals for farm book, toy cars for transportation book). Students manipulate props during story. Builds comprehension through multi-sensory engagement and visual supports.

# data[].attributes.body
Use songs like 'Head, Shoulders, Knees and Toes' with visual cues and slower pace. Students point to body parts on themselves or dolls. Support with picture cards showing body parts. Builds vocabulary and body awareness.

# data[].attributes.body
Present familiar objects and ask simple yes/no questions: 'Is this a ball?' Students respond with head nods, gestures, or choice cards. Start with obvious answers to build confidence. Supports comprehension and basic communication skills.

# data[].attributes.body
Use real objects and corresponding pictures for matching activities (actual apple with apple picture, toy car with car picture). Students match through pointing or placing. Builds object-to-symbol recognition essential for communication development.