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Kahoot!

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Kahoot! | Learning games | Make learning awesome!

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Kahoot! is a game-based learning platform that brings engagement and fun to 1+ billion players every year at school, at work, and at home.

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Khan Academy

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Idaho State Department of Education

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Idaho State Department of Education (SDE)

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Tools & resources to support student learning including Assessment, Content & Curriculum, Federal Programs and Special Education.

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University of Florida

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Transitioning Back - Connecting with Families

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Transitioning Back - Connecting with Families

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The home of Positive Behavioral Interventions and Supports (PBIS). FInd more information on PBIS, how to implement PBIS, get resources and materials, and how to get support. Funded by the U.S.

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National Center on Improving Literacy

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Topic: Remote Learning | National Center on Improving Literacy

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Your source for improving outcomes for students with literacy-related disabilities, including dyslexia.

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Resources and Practices that Support BTS for SWD

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Resources and Practices that Support BTS for SWD

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OSEP

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A Year of Core Vocabulary: The Learn-at-Home Edition

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A Year of Core Vocabulary: The Learn-at-Home Edition

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PrAACtical AAC

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Well this is certainly shaping up to be a strange summer. Here in Florida, lots of professionals and families are starting to think about heading back to school whether it is virtual learning or going back into the classroom. Teachers, therapists, and aides play a pivotal role in helping AAC learners develop skills with core vocabulary so that they have a body of words that can be used across activities, environments, and communication partners.

There are lots of 'right' ways to support these students. Among them is an instructional approach in which a new set of core words is introduced every few weeks in order to build their experiences with AAC. Our Year of Core Words materials has two versions, (12 words/month) and Set 1 Set 2 (16 words/month; Different than the previous year's core words). If you've been following along, or are just getting started, these resources may be of interest.

Set 1 Words: any, bring, day, fall, give, hot, job, know, other, sick, sorry, together

Set 2 Words: aide, animal, clothes, finger, from, leg, only, must, night, pick, room, stay, still, town, white, woman

1. Minspeak/Unity version:

2. PCS versions: Set 2 words

3. Smarty Symbols: Set 1 words, Set 2 words

4. CoughDrop: Set 1 words; Set 2 words

5. WordPower Set 1 words: Set 1 (Note: This is a large file that contains the resources for several versions of WordPower)

6. Speak for Yourself: Set 1 and Set 2 Words

7. Unidad English 84 or 36: Set 1 words, Set 2 words

Model them in sentences like these:

Reading is a great way to get in some additional core word modeling and practice. Here are some book suggestions for Set 1 Words:

A Sick Day for Amos McGee by Philip Stead: any, bring, day, give, job, know, other, sick, together

Jamaica's Blue Marker by Juanita Haverhill: any, bring, give, know, other, sorry, together

Mouse Says 'Sorry' by Michael Dah: fall, give, hot, other, sorry, together

Sheila Rae, The Brave by Kevin Henkes: any, day, fall, hot, know, other

The Girl Who Never Made Mistakes by Mark Pett: any, day, fall, give, know, sorry, together

The Most Magnificent Thing by Ashley Spires: any, bring, day, know, other, together

If you've moved on to focusing on Set 2 words, these books may be helpful.

Hiromi's Hands by Lynne Barasch: aide, finger, from, only, pick, woman

In a Blue Room by Jim Averbeck: animal, clothes, night, room, still, white

Me...Jane by Patrick McDonnell: animal, leg, only, stay, white, woman

Miss Rumphius by Barbara Cooney: from, must, only, pick, still, town, woman

Summer Days and Nights by Wong Herbert Yee: animal, clothes, leg, night, still

The Hundred Dresses by Eleanor Estes: clothes, finger, from, leg, must, only, pick, room, woman

The Ugly Vegetables by Grace Lin: aide, clothes, from, still, woman

White Socks Only by Evelyn Coleman: clothes, leg, must, only, still, town, white, woman

Looking for more ideas? Check out Rachael Langley's calendar for August Set 1 words here. Note: This is a perpetual calendar designed to be used year after year. Just add the dates for the current year and you are good to go (e.g., in 2020 August 1 is on Saturday).

Have you moved on to the Set 2 words? If so, you'll want to look at Rachael's calendar for those words ( download here).

Much appreciation to Brian Whitmer, Nancy Inman, Lisa Timm, Eric Sailers, Rachael Langley, Kathryn Dorney, Barbara Fernandez, Bill and Lori Binko, Heidi LoStracco, Alison Wade, Russell Cross, Gail Van Tatenhove, and all the others who contributed these resources.

This post was written by Carole Zangari

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PrAACtically August - AAC Resources for A Year of Core Vocabulary Words: The Learn-at-Home Edition

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Well this is certainly shaping up to be a strange summer. Here in Florida, lots of professionals and families are starting to think about heading back to school whether it is virtual learning or going back into the classroom.

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State of Idaho

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Five Formative Assessment Strategies to Improve Distance Learning Outcomes for Students with Disabilities

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Five Formative Assessment Strategies to Improve Distance Learning Outcomes for Students with Disabilities

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National Center on Educational Outcomes

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MiddleWeb

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By Lynne R. Dorfman After Lynne's post about her Book Report in a Bag activity got lots of reads, we asked her to share her Story in a Bag writing idea! She's included tips for physical and remote settings.
Story in a Bag is an engaging way to help students write a narrative by embedding a series of objects into their story in a way that makes good sense.

This activity helps students build writing fluency, and at the same time, it helps them learn to problem solve on the spot! As items are removed from the bag, the writers must somehow weave each object seamlessly into the story. At times, this can be very challenging!

To model Story in a Bag, the teacher fills a paper bag with 5-8 random objects. To make this activity interesting, you can include objects that are diverse and unrelated to each other. Go for a combination of the unusual and the mundane. These items are used to help bring the story to life.

I usually start with items that are themed around a subgenre of fiction such as mystery, adventure, fantasy, or science fiction. It is great to pair your Story in a Bag with a subgenre you have just explored in reading or writing workshop.

An adventure story bag could include a journal, a map, a picture of a secret passageway, a card that reads "DANGER!", a shovel, and a tiny chest or box decorated in chest-fashion.

I always write a lead sentence on the board to get everybody writing. You could use "It was a dark and stormy night" or "It was very early for our doorbell to ring, and when I opened the door - no one was there."

Have fun making up some genre-specific starters of your own.Students can choose to revise their lead sentence after the story is completed or they can keep the original.

When I model, I usually create the story through oral rehearsal since writing it may take too much time. Later, I may write the story as I remember telling it. I like to demonstrate that I am a teacher of writers who writes.

As I pull an item from the story bag, I place it on a long rectangular table or on the tray that borders your chalkboard. If the item needs a label (such as a kitchen item that the students may not recognize or know its name - like a spatula or hand juicer), then I prepare a large index card with the name on it and tent the card so it is standing up.

It is important to note that you could choose to record yourself on an audio device such as RecForge II Pro, an android app of choice for many teachers that includes cloud integration, multiple formats, editing, adjustable quality levels, playback speed adjustments, and more.

For teachers, audio recording logistics are simple and easy to adapt with an iPad or any device with a recording app. You and/or your students can upload the recording to a Google Drive folder, email the file to students or to the teacher, or save it on the course management system.

Sometimes, you can scaffold a story in the bag by placing words or phrases on sentence strips and pulling them from your bag in a meaningful order. For example, consider the following list: Sammy's kitten, a big dog, a huge tree, the park, the fire department, a tall ladder, a bowl of milk.

You could also include some props or create them with drawings, Legos, or building blocks. It is fun to see what everyone comes up with and how they find a way to incorporate all the objects into their individual story.

After I have conducted two or three "Story in a Bag" events, I create a sign-up where students can volunteer to create a "Story in the Bag" and lead the class in this writing activity. For virtual classes, this activity can spark interest and real engagement. Stories can be shared through email or placed into a folder on Google drive.

Your writers will enjoy the chance to scaffold a story across different genres and create items to be placed in the story bag. You could also choose to highlight a story on your Canvas page or website. If you are in the classroom, post stories on a bulletin board or hall display.
Lynne R. Dorfman is an adjunct professor for Arcadia University, a co-editor for Pennsylvania Reads: Journal of the Keystone State Literacy Association, and a co-director of the PA Writing & Literature Project. Her newest book, co-authored with Stacey Shubitz, is Welcome to Writing Workshop: Engaging Today's Students with a Model That Works (Stenhouse, 2019). Follow Lynne on Twitter @LynneRDorfman and on write-share-connect, the PA Writing & Literature Project's blog.
With my intermediate grade students, we saved this activity for the last Friday of each month. The class created and posted a sign-up sheet, and we often had a partnership or a group of three collaborating to create their bag of items. The activity is easily tweaked for any grade level. Enjoy!

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Staging 'Story in a Bag' in Your Classroom or Online

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By Lynne R. Dorfman After Lynne's post about her Book Report in a Bag activity got lots of reads, we asked her to share her Story in a Bag writing idea! She's included tips for physical and remote settings.

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webinar-based marketing platform for lead generation and customer communication

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Structuring Synchronous and Asynchronous Learning in the 2020-21 School Year: Strategies for Inclusive Engagement

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9 ways online teaching should be different 

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9 ways online teaching should be different 

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Cult of Pedagogy

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Sponsored by PowerSchool and ISTE U

It's a pretty safe bet that most teachers will be doing some form of online teaching in the coming year. Maybe you'll do it full-time, maybe it will be some kind of hybrid model, but one thing is for sure: This time around you won't be dropped into it without warning.

So with this chance to take a breath and do more thoughtful, intentional planning, the next question is What do we do differently? What shifts do we need to make in our face-to-face teaching practices to make the most of online learning?

To find out, I sought the help of Melanie Kitchen, a Coordinator of Instructional Technology and Staff Development serving 19 school districts in Western New York state. Melanie has years of experience working with teachers on developing blended learning and has now shifted to helping teachers develop best practices for remote learning.

Melanie Kitchen

I asked Melanie to share some ways online teaching should be different from face-to-face teaching. She came up with nine: three that are specific to community building and communication, and six that focus on instructional design. Along with these differences, she also shared a few things that should stay exactly the same.

Community Building & Communication

1. The first weeks of school should be devoted to community building and digital competency.

Resist the temptation to dive right into curriculum at the start of the school year. Things will go more smoothly if you devote the early weeks to building community so students feel connected. Social emotional skills can be woven in during this time. On top of that, students need practice with whatever digital tools you'll be using. So focus your lessons on those things, intertwining the two when possible.

"If you are explicitly teaching persistence," Kitchen says, "maybe I'm going to give you a challenge that's not content-related, but something that you might have to kind of grapple with. But when I assign that, if I'm using Google Classroom, then I'm going to assign that through Google Classroom and teach you how you're going to open an assignment, how you're going to submit it, how you'll be receiving feedback. So you are teaching these skills all at once, and it's not something separate or extra. It's just all done together."

Other good resources that can guide and inform the conversations you have in these early weeks are:

2. Communication with parents needs to be more thorough, streamlined, and predictable.

Parents are also adjusting to this new way of doing school. Because they are sometimes expected to play an even more prominent role in supporting student learning, they need more support from you. "We really need parents to be our partners in this learning community," Kitchen says.

Here are some guidelines:

Establish a consistent location and predictable schedule for sharing information. When parents know where and when to look for information from you, they'll do a better job of keeping up with it and following through on their end. Weekly updates are a good way to keep everyone informed about what's going on in your class. And rather than toggling around between emails, text alerts, blog posts, website announcements, and newsletters, choose one platform for outgoing information and stick to it; if your whole school can do the same you'll see even better results.

Set clear expectations and boundaries for communication. When can students and parents expect to hear from you? How and when can they get in touch with you when needed? If you don't set boundaries you'll end up feeling like you have to be available 24/7, which will quickly lead to burnout. Establish regular office hours and advertise them in an easy-to-find place so parents know when you'll be most accessible.

Create a backup plan for off-hours and tech support. If parents or students need help outside of your regular office hours or they need help with technology, who can they contact? Make this information clearly available.

Make communication multimodal. Although it's important to consistently post through one platform, it's also helpful to provide the information in more than one mode. For example, you might offer written announcements and record the same announcements in a short video each week so students and parents can choose the format that works best for them.

Provide parent tech training. Parents will be better able to support students if they understand how to use the technology, so provide them with tutorials on the tech you use, including whatever platform you use to disseminate information.

3. Community and connection need to be a priority for teachers, too.

"Teachers need to connect with each other now more than ever," Kitchen says. Your school leadership should be building in regular opportunities for you to stay connected to your colleagues during this time. If they are not, create those opportunities for yourself.

Staff meetings should still be held regularly-even if it's through a videoconferencing platform-to keep staff connected.

During these meetings, some time and attention should be given to teacher well-being and emotional health.

Smaller groups like teaching teams or content-area PLCs can offer even more support.

If you're not getting the support you need, seek it out through platforms like Twitter.

This article offers a more in-depth look at teacher well-being: How to Support Teachers' Emotional Needs Right Now.

Instructional Design

4. Teacher collaboration is even more important.

Meeting the challenges of online learning gets easier when we work together. "As we're all trying to get to know these students better," Kitchen says, "we need to be working together to do that." That means working more closely with specialists to make sure our lessons and materials meet the needs of all students, partnering with others in our content area to plan instruction, working together on cross-curricular projects, and dividing up the things all students need (like technology instruction) among teachers on a team or grade level so students aren't doing the same lessons over and over and our work isn't duplicated.

Fortunately, collaborating online can be even easier than trying to do it when we all teach in the same physical building. "This virtual environment has provided us the opportunity to break down those walls, to break down those silos," Kitchen says. "Our schedules and time constraints that we may have had before will come down. We may have more opportunity to partner with people that we didn't have the time or the space to be able to do that before."

5. "Face-to-face" time should be used for active learning.

Online instruction is made up largely of asynchronous instruction, which students can access at any time. This is ideal, because requiring attendance for synchronous instruction puts some students at an immediate disadvantage if they don't have the same access to technology, reliable internet, or a flexible home schedule.

But you're likely to offer "face-to-face" or synchronous opportunities at some point, and one way to make them happen more easily is to have students meet in small groups. While it's nearly impossible to arrange for 30 students to attend a meeting at once, assigning four students to meet is much more manageable. Kitchen likes "campfire groups," which are permanent groups of about four that stay together for long periods of time. This arrangement allows students to get to know each other better and establish more trust. Students might be rearranged for other activities to provide some variety, but the campfire groups would provide a stable base throughout the school term.

So what kind of instructional activities should be used for these different formats?

What works best, Kitchen says, is to keep direct instruction-things like brief video lectures and readings-in asynchronous form, using checks for understanding like embedded questions or exit slips.

You can then use synchronous meetings for more interactive, engaging work. "If we want students showing up, if we want them to know that this is worth their time," Kitchen explains, "it really needs to be something active and engaging for them. Any time they can work with the material, categorize it, organize it, share further thoughts on it, have a discussion, all of those are great things to do in small groups."

Small group strategies she strongly recommends:

6. Content needs to be simplified and slowed down.

Online instruction is not conducive to covering large amounts of content, so you have to choose wisely, teaching the most important things at a slower pace. To make those choices, Kitchen recommends asking some key questions:

What really holds leverage for the students? What has endurance? What knowledge is essential?

What knowledge and skills do students need to have before they move to the next grade level or the next class?

What practices can be emphasized that transfer across many content areas? Skills like analyzing, constructing arguments, building a strong knowledge base through texts, and speaking can all be taught through many different subjects.

What tools can serve multiple purposes? Teaching students to use something like Padlet gives them opportunities to use audio, drawing, writing, and video. Non-digital tools can also work: Students can use things they find around the house, like toilet paper rolls, to fulfill other assignments, and then submit their work with a photo.

7. Instructions should be easy to find, explicit, and multimodal.

Because you are not in the same room with students, your instructions have to work a lot harder than they do in a brick-and-mortar setting.

Provide instructions in a consistent location and at a consistent time. This advice was already given for parents, but it's worth repeating here through the lens of instructional design: Set up lessons so that students know where to find instructions every time.

Make instructions explicit. Read and re-read to make sure these are as clear as possible. Make dogfooding your lessons a regular practice to root out problem areas.

Offer multimodal instructions. If possible, provide both written and video instructions for assignments, so students can choose the format that works best for them. You might also offer a synchronous weekly or daily meeting; what's great about doing these online is that even if you teach several sections of the same class per day, students are no longer restricted to class times and can attend whatever meeting works best for them.

8. Traditional grading practices should take a backseat to feedback.

"We saw a transition during emergency remote teaching where each of us had different requirements about grades or no grades, pass and fail," Kitchen says. "This whole environment really needs to be supported by communication and connection. If I'm to receive an A or a 95 or a 65, that doesn't necessarily tell me as much as verbal feedback or print feedback to what I'm doing right, what I can improve on."

So when teaching remotely, put the emphasis on formative feedback as students work through assignments and tasks, rather than simply grading them at the end.

Most learning management platforms, like Google Classroom, have built-in features for giving feedback. Use these as your primary method.

Tools like Floop offer other ways to provide on-the-spot feedback and can be especially good for math.

Feedback should be frequent and specific. Consider some of the methods shared by Matthew Johnson in Flash Feedback.

Provide a pathway for students and parents to give YOU feedback on assignments as well.

9. Summative assessment should focus on creation.

In online learning, Kitchen says, "There are so many ways that students can cheat, so if we're giving them just the traditional quiz or test, it's really easy for them to be able to just look up that information."

A great solution to this problem is to have students create things. These can be videos, podcasts, digital or physical art, writing pieces, comics, and so on. "It's a lot more difficult to cheat when you have to make something or do something. And it also integrates all of the areas and it builds up, all of that learning builds up into this creation that they will do."

For assessment, use a detailed rubric that highlights the learning goals the end product will demonstrate. A single-point rubric works well for this.

To help students discover tools to work with, this list of tools is organized by the type of product each one creates. Another great source of ideas is the Teacher's Guide to Tech.

When developing the assignment, rather than focusing on the end product, start by getting clear on what you want students to DO with that product. This list from Bill Ferriter explores the difference:

Image Credit: Bill Ferriter (CC BY-NC-ND)

What Stays the Same

Not everything in online teaching is different. Some aspects of good teaching should definitely stay the same.

Clear and consistent communication

Creating explicit and consistent rituals and routines

Using research-based instructional strategies

Determining whether to use digital or non-digital tools for an assignment

A focus on authentic learning, where authentic products are created and students have voice and choice in assignments

The teaching environment may not be the same as we're used to, but it's important to remember that good teaching is still good teaching. "All of those things that we know are really good practices can still be done virtually," Kitchen says. "It just might look a little bit different."

You can find Melanie on her website, creativecuriosity.org, or on Twitter at @MelKitchenEDU.

Come back for more.
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9 Ways Online Teaching Should be Different from Face-to-Face

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What shifts do we need to make in our face-to-face teaching practices to make the most of online learning? What can stay exactly the same?

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NCII

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National Center on Intensive Intervention

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Implementation of Mathematics Lesson: Grandparent Example

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Virtual Implementation of Reading Lesson

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Virtual Implementation of Reading Lesson

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NCII

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National Center on Intensive Intervention

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Virtual Implementation of Reading Lesson: Educator Example

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YouTube

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#Stayathome - Numberblocks Level One | All the Best One Moments! | #HomeSchooling

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YouTube

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Alphablocks - Full Episode | Series 1 Episode 1

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FAQ Collecting Progress Monitoring Virtually

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FAQ Collecting Progress Monitoring Virtually

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NCII

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Progress monitoring is an essential part of a multi-tiered system of supports (MTSS) and, specifically, the data-based individualization (DBI) process. It allows educators and administrators to understand whether students are responding to intervention and if adaptations are needed. In addition, these data are often used to set high-quality academic and behavioral goals within the individualized education program (IEP) for students with disabilities. With the closure of schools due to the COVID-19 pandemic, educators and administrators need to rethink how they collect and analyze progress monitoring data in a virtual setting. This collection of frequently asked questions is intended to provide a starting place for consideration. If you have additional questions, contact us at ToolsChartHelp@air.org.

Frequently Asked Questions on Collecting Progress Monitoring Data Virtually

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Collecting Progress Monitoring Data Virtually

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Progress monitoring is an essential part of a multi-tiered system of supports (MTSS) and, specifically, the data-based individualization (DBI) process. It allows educators and administrators to understand whether students are responding to intervention and if adaptations are needed. In addition, these data are often used to set high-quality academic and behavioral goals within the individualized education program (IEP) for students with disabilities.

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Bedtime Math

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Bedtime Math – We inspire kids to love math so they embrace and excel at it.

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IDEAS that Work

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Positive Behavior Supports at Home - TELLY AWARD WINNING

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Positive Behavior Supports at Home - TELLY AWARD WINNING

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Association for Positive Behavior Support

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Transform Challenging Behavior

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Temple Grandin reads Temple Grandin Did It I Can Too!

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Temple Grandin reads Temple Grandin Did It I Can Too!

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CSU Alumni Association

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Temple Grandin reads her book, Temple Did It, I Can Too!"

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Toy Theater is your source for free educational games specially designed for elementary-aged students. It's available on all desktop computers, tablets, and mobile devices, ensuring learning is never out of reach. If you are a fan of our site, we encourage you to share Toy Theater on your social media or website.

Explore Toy Theater

Here's a sneak peek into what Toy Theater has in store:

Math Games: Ranging from counting and numeral recognition to division and telling time, there's a vast assortment of interactive math games.

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Puzzles and Games: Ideal for early finishers or indoor recess, their online educational puzzles and games promise fun-filled learning.

Teacher Tools: Need a fun timer or a spinner? Or perhaps a simple way to evaluate basic math skills? Their virtual teacher tools have got you covered.

Whether you project Toy Theater games and interactive tools on your smartboard for the whole class to see or use them during small group work, you're sure to love them!

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Toy Theater | Fun Online Educational Games for Kids

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Make learning a blast! Toy Theater is chock full of interactive online art, reading & math games for kids. Designed with the needs of kindergarten through third grade classrooms in mind, these free games are trusted by teachers around the world to provide real educational value.

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Virtual manipulatives are an essential component in guiding students through the three phases of learning: concrete, representational, and abstract. ...

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Hands-On Math Goes Digital In and Beyond the Classroom!

Explore Our Collection of FREE Virtual Manipulatives

From Number Lines to Base Ten, Pattern Blocks to Place Value, Disks our collection of free Virtual Manipulatives gives educators and families access to visual and hands-on digital resources that lead to understanding. Students can use these resources in class and at home to practice math concepts, reinforce their growing math understanding, technology they love in the process.

Free Resources & Instructions for Teachers and Families

We've developed these resources for easy access and easy use:

How-To Videos

There's a short video for each of the Virtual Manipulatives in our collection so teachers can use these digital materials easily and confidently with students.
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Activities

Activities from the Didax books that teachers use most for easy download. Engaging challenges address core math operations, concepts and skills, from early numeracy all the way to introductory geometry and algebra.
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FAQ

Download this document of FAQ's to answer your Virtual Manipulative questions.
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Demonstrate key math concepts in your classroom using our new virtual manipulatives!

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Practice addition, multiplication, fractions and algebraic reasoning with our popular math games. Discover fun learning games kids love to play.

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Zearn Math | Top-rated Math Learning Platform

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Learning with Zearn helps math make sense. Students explore math through pictures, visual models, and real-life examples. Log in to your Zearn account.

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YouTube

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"art for kids" "art projects for kids" "art ideas for kids" "art tips" "how to draw" "art for kids hub" lessons

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Hey, art friends! Welcome to Art For Kids Hub! 🎨✏️ Here, you'll discover all sorts of awesome art lessons, from drawing to painting, and even some super cool origami. Whether you're a beginner or a budding artist, there's something fun for everyone!

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Corwin Connect

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My dad tol d me once, the mark of a good manager is how well things run when he's not there. This thought helped guide my teaching life for over 30 years, but it has never been more tested than now, in the time of Covid-19. If you've tried to help your own children with assignments at home, you may have grappled with this one truth about teachers: we often overcomplicate things. And al though I believe that there is no substitute for a live, up-close teacher, with eye contact and fully-nuanced facial expressions, I also have seen that if we simplify on our end, we can ease stress, frustration, and withdrawal on the other side .

L et' s look at a few ways to lighten the load for everyone. Is it possible to simplify our lessons without sacrificing complexity? Well yes! It is.

Naturally, the more students read, the better readers they become. Parents can help them spend pleasurable time at home, snuggled with a magazine or b ook , reading alone or together as part of a family routine. Readin g creates stronger writers, too. In A Sense of Style , c ognitive psychologist Steven Pinker writes , "Writers acquire their technique by spotting, savoring, and reverse-engineering examples of good prose" (12). We can ask for conversation about the reading, or for written forms of conversational responses.

Consider these two questions for students:

Read this passage, and identify a metaphor, a simile, and three alliterations. Then summarize the passage.

Read this passage and underline a word or phrase that you really like. Tell what made you choose it.

Which question is easier?

Which question would parents be able to help with more?

Question B is an infinitely better question, easing students into more complex thought processes, generating thoughts and explaining them. It leads students to engage in writerly talk, exploring through one simple word o r phrase what makes language sing. It's also more enjoyable, inviting everyone into the conversation. It gives students the authority of their own experience.

M aybe we'd like to deepen students' awareness of the more targeted moves a writer is making . W e can simplify here , too ! We can share a piece of writing, like any of the student-written texts in Fun-Size Academic Writing , and direct students' attention to one simple piece of craftsmanship in the text. Just one. Maybe it's a part that shows a great visual image, a crisp dialogue, or a rhetorical device. T hen , students try it them selves, using that same technique in a piece are writing . The scaffolding here is simple and clean: everyone can see that one piece of craft in the piece, can color-code it, underline it, share it. There is no chance to get it wrong. T rying it out is experimental, so again, there is no right answer. Students try it out and see how they like what happens in their writing.

Also known as text structures, the frames provide students a practical visual to assist them with "tracking movement of the mind," as Thomas Newkirk says. We lay these out horizontally like a path, with boxes showing each step of a mental process. Students can use these to give their writing a sense of direction, directing the gaze of their reader from point to point. Here is one example:

Teachers can simplify further by asking students to create just one sentence for each bo x, showing the path of their thoughts.

At home, parents and students can use this to guide their conversation (if it's out loud) or their writing (if it's on paper). Either one is valuable. How about sharing memories?

M any teachers are asking students to keep journals about their lives while sheltering in place, and a struc ture like this can help students get started and write with some depth.

There are hundreds of these structures , and students take ownership of them quickly, becoming the designer of the piece of writing. You can change them any way you like.

Put aside anything that's not important. Even in traditional classroom s , there will never be enough time to cover everything in the curriculum. And when I've tried to cover more, students have invariably learned less. So , what if , instead, we look at several ways to get the most stress-free bang for the teaching buck. Pull a Marie Kondo on your content, and ruthlessly separate the joy-sparking, most-meaningful pieces of content from everything else. Whether the students are physically in your classroom or working at home, they (and their parents) will benefit from your focus.

For example, right now , while most of our country is awaiting a Covid-19 vaccine and we are isolating from each other, our students are experiencing some trauma , from desperately missing normal activities with their friends and uncertainty about the future, to the specter of "what-ifs." Perhaps expository essays aren't most important right now. Instead, we might help students (and their parents) write messages to people in their lives, to shape into words the pressing thoughts and feelings they are experiencing -t o demonstrate what literacy is for in the first place, how literacy serves us, helps us understand each other, appreciate each other. Helps us navigate relationships. Helps us prevent the regret that comes when it's too late to tell someone with clarity and honesty what is in your heart.

How do we break that down into simple, concrete steps? We make a list of people who have impacted us, select one, write the appropriate message. Deliver the message. Repeat.

(See the "Unsent Messages" guide posted at www.trailofbreadcrumbs for detailed examples.)

On the news lately , we've seen how thousands of Americans have said thank you to medical workers. While the messages have been touching, most of them have not shown skill in writing. "Thank you for all you do" is so vague it's a lmost dismissive and repeating the thanks doesn't help a recipient see through the writer's eyes at all. Using one of these structures helps a writer convert those feelings into clear words and heartfelt details , to achieve the connection the writer felt before the teacher even mentioned the assignment. Recipients of these notes are more likely to keep them forever.

There are plenty of other ways to streamline instruction, and the results are dramatic. Maybe when Covid-19 has been eradicated and we return to our classrooms, we might take some of these thoughts with us.
References
Bernabei, Gretchen and Judi Reimer (2013). Fun-Size Academic Writing for Serious Learning : 101 Lessons and Mentor Texts . Corwin Literacy. Thousand Oaks, CA.

Einstein, Albert (1938). The Evolution of Physics : The Growth of Ideas from the Early Concepts to Relativ . Cambridge University Press .

Newkirk, Thomas (1989). Critical Thinking and Writing: Reclaiming the Essay. Monographs on Teaching Critical Thinking Number 3. NCTE. Urbana, Ill.

Pinker, Steven (2014). The Sense of Style: The Thinking Person's Guide to Writing in the 21 . New York: Viking.

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author: Christine Mason, Paul Liabenow, & Melissa Patschke

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author: Miriam Sherin, Peg Smith, Victoria Bill, and Michael Steele

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Fun-Size Practices for Literacy at Home | Corwin Connect

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Share on FacebookShare on TwitterShare on Linkedin My dad told me once, the mark of a good manager is how well things run when he's not there. This thought helped guide my teaching life for over 30 years, but it has never been more tested than ...

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Corwin Connect

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Dear Teacher Dear Parents You play a critical role in encouraging and supporting your child's early interest in science. There's no better place than a child's home to begin developing a curiosity about science. Here are a few fun activities that you can do with your child at home. You'll find that these will promote their creativity, their critical thinking, and their problem-solving skills as they do science experiments and talk about them with you. A few books have been added to support additional science reading time you might want to do with your children. Enjoy! : Here are a few science activities that support units of study you are probably promoting. Since core science ideas begin early in a child's school life, the experiments and activities we've identified will begin to develop a base of knowledge for children about forces of motion (pushes and pulls), sound and vibrations, and states of matter (solid, liquids, and gases). We've prepared a note for parents that you can share that invites them to engage their children in science learning. Enjoy!
To explore sounds in a more focused, instructive way, ask your child to make a list of all the ways he or she can create sound during the day. She might remember that he r shoes made a clapping noise as they struck the wood floor. Or he might recall the sound of a cup being placed on a table, or the rap of h is sister's knock on the bathroom door.
Would the sound be different if the tube was longer? How does the sound of my voice get to the wax paper?

Use the bottom of a bowl to trace a circle on the wax paper. The circle should be at least double the size of the opening of the cardboard tube . Cut out the wax paper circle.

What do you notice about the wax paper when you talk into the kazoo? Or How is the sound of talking through the kazoo different than the sound of talking without the kazoo?

Ask the child what questions she has about the kazoo. You might hear some of these:

Extensions that might help deepen understanding or extend the learning could include 'playing' telephone with two paper cups connected by a string that is threaded through the bottom of the cups and knotted to secure the string inside each cup. Metal cans can be used, too, but these are a little harder to poke a hole through. For this extension, the child holds one cup to her ear while another person talks into the other cup.

Again, ask the child to think of questions related to sound.
What path does the paper take? Why does it fall after it reaches the top of its path?
You might start with how does sound get from my mouth to your ear? Other questions might include Does the length or thickness of the string make a difference in the sound? Does the size or material of the cup make a difference in the sound?

Once again, you can explore answering these questions by trying out different materials if you have them.

One of the most feared concepts of science is physics. Many people have stories of the dreaded moment they were confronted with a physics textbook . However, when physics concepts become a part of early learning, the barriers built up in our heads can be naturally broken down. Consider this : pushing a toy car across the kitchen floor or tossing a ball to a waiting puppy on the other side of the room both involve physics.

Again, the idea is not to have all the answers, but to instead encourage children to think about areas they are curious about.

To extend the concept a little further, reveal that th e force that makes the paper fall back to the ground is called . Have the child label the forces on the drawing - the force of the toss and the force of gravity.

1. The child could even do a few jumps upward or even a couple of jumping jacks, as you ask the question how does your body move?

2. Again, you can connect the physic s term to the concept of a force that pulls you back to earth after you jump upward.

3. Have the learner draw , talk, and write about gravity using sentence frames to build physics academic language. Here are a few we like:

Most people don't think about science when they reach for an ice cube from the freezer or when they turn the tap on to wash their hands. But when you consider the fact that ice cubes and tap water are both the same compound - that's a chemical term that indicates that water is made of elements - you might wonder about how the ice and water are different , yet still the same.

Water and ice are both made up of the same elements , hydrogen and oxygen- H 2 O as we all know it. How can the same compound seem so different?

That's a question that can be investigated in the kitchen.

1. Make note of the changes as time goes on.

2. You might even have the child draw a sketch of the changes ever y two minutes over the course of 10 minutes. Observations are a key part of collecting data.

3. If you happen to have a thermometer, you could even take the air temperature in the room as well as in the freezer to introduce the concept of temperature and changes in the ice cube.

When the ice cube sits out on the paper, it ____________.

At first the ice cube was ____________, but now it is ________________.

The changes I saw were __________________.

To integrate poetry into science learning, consider the first two verses of Robert Louis Stevenson's Picture-books in Winter

Summer fading, winter comes-
Frosty mornings, tingling thumbs,
Window robins, winter rooks,
And the picture storybooks.

Water now is turned to stone
Nurse and I can walk upon;
Still we find the flowing brooks
In the picture storybooks.

Have the child identify ideas related to how water changes with temperature. He might pick out these words or phrases frosty, water now turned to stone, flowing brooks.

T-how my ice cube changes in my glass of water
Get additional ideas from:
R-water in a puddle
Suggested Resources:
F-text message

T-make me disappear

Grant, M., Fisher, D., Lapp, D. (2015). Reading and writing in science: Tools to develop disciplinary literacy . 2 nd .Ed. Thousand Oaks, CA: Corwin.

Bradley, K. B. (2009). Forces Make Things Move. New York: Harper Collins.

NASA Science, Space Place . What is Gravity? Retrieved from: https://spaceplace.nasa.gov/what-is-gravity/en/

National Geographic Kids . The Water Cycle. Retrieved from: https://www.natgeokids.com/ie/discover/science/nature/water-cycle/

Pattison, D, ( 2016 ). Nefertiti , the Spidernaut : The Jumping Spider Who Learned to Hunt in Space . Little Rock, Arkansas: Mims House.

Winterberg, J. (2015). Sound Waves and Communication. Huntington Beach, CA: Teacher Created Materials.

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author: Diane Lapp, Maria C. Grant, and Douglas Fisher

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author: Douglas B. Fisher and Nancy Frey

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author: Christine Mason, Paul Liabenow, & Melissa Patschke

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Let's Learn Science in Our Homes | Corwin Connect

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Share on FacebookShare on TwitterShare on Linkedin Dear Teacher: Here are a few science activities that support units of study you are probably promoting. Since core science ideas begin early in a child's school life, the experiments and activities we've identified will begin to develop a ...

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Explore Learning

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Hi there. We're ExploreLearning!

We're an education technology company creating seriously fun solutions for the most critical challenges in K-12 STEM learning.

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We're an education technology company creating seriously fun solutions for the most critical challenges in K-12 STEM learning.

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Cosmic Kids Yoga

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We teachers are a resilient bunch! The new normal of social distancing had us scrambling to find ways to continue engaging students at a distance. When my closure first began, I struggled with how I would get my class of five- and six-year-olds online to complete assignments. However, my teammate decided to create a YouTube Channel so her class could "continue" while our district finalized details for how schooling would continue at home. When normal instruction was to start again, I decided to compile our videos into a "school day" on our website ( kinderlions.org). Here is what seems to be working for me:
1. Concise, Conversational, Active Videos
As I began thinking about my online math instruction, I considered the demographics of my classroom. Many of my students would be competing with siblings to complete school work on family devices. Many parents are available to help but work various hours. Because of these issues, I decided asynchronous instruction would work best for my class.

I record my math instructional videos to be concise and conversational. I want to reduce the passive screen time and get more active engagement. It begins with about a minute of fluency. My kindergarteners use counters, fingers, or simply call out as I move through number talks, fact fluency, etc. Next, I move to the goal of my video and provide a modeled problem or mathematical thinking and then a couple more problems where students are encouraged to pause, work it out, and check their work, about 10 minutes maximum. Finally, I end the video with a glimpse into the problem set I have posted on Nearpod, which is a service that does not require a student account and allows students to annotate over a slide and then turn it in. This particularly works great with families with tablets and smartphones. I use the Nearpod lessons to gauge understanding and clear up misconceptions within the next math video. I also support my students through messaging or video conferencing.
2. Math Their Way
Our school encourages us to take the concrete-pictorial-abstract approach to math, and as such, I try to provide my kinders with as many opportunities for hands-on experiences with math as possible. In my videos, I make a point of telling my kindergarteners to go get writing materials and counters. I try to think of ways to utilize what might be available in their home or some alternatives. I use pennies in my videos, but I also encourage using buttons, Cheerios, and even bits of paper. One of my student's parents texted me about how her child was using Barbie dolls to solve the addition work we were doing online. If I cannot think of a quick alternative, I turn to digital resources that can be easily embedded into our website. Didax provides many free virtual manipulatives such as connecting cubes, rekenreks, dice, and counters. You can embed them into websites or e-learning environments such as Google Classrooms.
3. Outsource Instruction When Possible
Sites like EMBARC.online and YouTube are full of math instructional videos, readily available. Although my district's math curriculum has provided professionally made videos for each math lesson, I choose to record mine each week because I believe my students want to see that I am well and would be more engaged with someone familiar, rather than a stranger.

I do outsource the rote learning component to math instruction, such as the names of shapes, counting to 100, memorizing fact families, and defining terms. Although I am sure my students would love it if I rapped about fact families, I do not think it would lead to the type of engagement that would improve their fluency. There are better math songs on YouTube made by users with actual talent. In addition, I make my own fluency videos by making slides of our Number Talk cards in Powerpoint, screen recording the presentation automatically advancing every few seconds through the slides, and uploading the video to YouTube. Screencast-o-matic is what I have used in the past, but there are many more screencast services a quick Google search away.
4. Gamify Math
During the course of a school year, I utilize math game apps that students play on our iPads during math small group instruction. Apps like Starfall, Monkey Math School Sunshine, and SplashLearn engage students while I pull small groups of students to differentiate math instruction. After the closures, we have found developmentally appropriate free services such as Khan Academy and Zearn where students can build math fluency at their own pace. Other teachers have used services like Prodigy to have student vs. teacher math battles, where teachers log in alongside students to see who can complete more tasks.

Every Friday, I try to record a video of a math game I may use as a center in my classroom. For instance, a simple die from a board game and a pair of drawn ten frames got my students away from the screen, interacting with their families. Players took turns rolling the die and trying to add to their ten frames, having conversations about which numbers fit together to make ten or how many more they needed. Similarly, I recorded a video showing the students how to play a number pairs game with a deck of cards. Played memory-style with an array of cards faced down, when a player turned over a pair that added to ten, they got to keep it for a point.
5. Make Math Go Viral
I am not trying to reach a million views on YouTube, but I want my instruction to reach maximum viewage at my grade level. I gauge the effectiveness and reach of my instruction by tracking engagement with our website, YouTube Channel, and Nearpod activities. The idea for going viral in my classroom actually was inspired by a successful schoolwide Earth Day event, where a first grade teacher challenged the students to create something useful from recycled materials. The teacher gave instant positive feedback when she received pictures of student projects. She compiled the submissions into a video showcasing all of their projects. Engagement online was up during this particular week.

Stepping away from curriculum and finding math in the real world seems to have the same effect. I have challenged my students to go on shape scavenger hunts and create their own story problems. Some of our other teachers come up with a "real-life" problem for students to solve, like calculating materials needed for a room remodel or shopping for ingredients of a recipe. Showcasing student work on the website and giving "shout outs" to students for their work submissions at the beginning of videos motivates others to want to join in!
Encouragement, Support, and Gratitude
Fostering engagement and participation online may seem different and daunting, but it really is not far from what we strive for within our classrooms.Through some novelty, reflection, and collaboration with colleagues, I have seen engagement in math sustain through the majority of my students. I try to encourage my students and families to participate, without being too intrusive. I try to make myself accessible when I can to help support technological and academic issues, while still finding some personal time to recharge.

Most importantly, I try to express gratitude for any work completed by communicating something great I see in their work and thanking families for the time they spent. We may not see one another each day, but we are still in this together!

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5 Ideas to Engage K-2 Students in Math Remotely - Achieve the Core Aligned Materials

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We teachers are a resilient bunch! The new normal of social distancing had us scrambling to find ways to continue engaging students at a distance. When my closure first began, I struggled with how I would get my class of five- and six-year-olds online to complete assignments.

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SpEd with Pat (Music)

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ANDY'S SONG STORY! Educational Music Exploration Video for Students with Autism & ID (w/Boardmaker)

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SpEd with Pat (Music)

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ANDY'S SONG STORY! Educational Music Exploration Video for Students with Autism & ID (w/Boardmaker)

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SpEd with Pat

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WIPE IT CLEAN! Educational Video for Students with Autism & Intellectual Disabilities (w/Boardmaker)

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SpEd with Pat

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PIZZA TIME! Educational Video for Students with Autism & Intellectual Disabilities (w/Boardmaker)

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Edutopia

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Occupational therapists and trauma-informed teachers weigh in on how to create sensory tools and spaces with what you have at home.

The coronavirus pandemic has upended all students' day-to-day routines, but has created particular disruption for students with special needs, sensory processing disorders, and kids who have experienced trauma who rely on the structure of school to stay grounded. Creating an at-home sensory space and sensory tools that resemble the supports students received in school can help kids during this transition, easing them out of a meltdown or giving them a much-needed break before one starts.

We asked trauma-informed and special education teachers, occupational therapists, and other service providers for their advice on creating at-home sensory spaces and activities, making sensory tools from common household items, and the best practices for meeting kids' sensory needs. We share their recommendations below.

Dedicate Space at Home

While some schools have entire rooms dedicated to sensory activities for students, most families don't have a lot of extra space on hand. Occupational therapists emphasize that families should not stress about the size of the space-even a corner of a room with a box of sensory items will work. The important part is making sure the space-and any tools-are individualized to each child.

Be Mindful of Distractions: When determining a space, it's important to be mindful of the surroundings, says Krista Stephens, an occupational therapist at an elementary school in South Carolina. Clutter and patterns or decorations on walls can be distracting, particularly for a child with sensory processing difficulties. Children can also easily be affected by light and noise, so caregivers should make sure the space is free of things like a TV or harsh lighting.

Make It Theirs: Household objects can also be used to make spaces more secluded, Stephens adds. Build a homemade tent with two pieces of furniture and a blanket, for example, or cut up a cardboard box to make a "desk shield" to put around a child's work area. You can even create an under-the-table hammock by tying a sheet's diagonal corners at the top of a dining room table for a private nook.

Add Comfort and Personal Touches: Adding inexpensive throw rugs, blankets, yoga mats, lounge pillows, and floor pillows can help designate and personalize a corner or space of a room, while bean bag and portable camp chairs can let kids move their seating based on their mood.

Create Homemade Sensory Tools

Sensory tools-tactile objects that help release or redirect energy-are an essential part of meeting a child's sensory needs and helping them calm down and regain focus. Parents and caregivers don't need to spend money on tools for their home, according to special education teachers and therapists from Meriden Public Schools in Connecticut- a district known for their special education services -that shared ways to make them out of household objects.

Set Up a Sensory Bin: Sensory bins, or any container filled with items that stimulate one or more of the five senses, offer a relaxing, low-demand activity for children, and can be made by filling a container with items like dry beans, rice, or pasta, and cotton balls, for example. Add tools like measuring cups, sifters, and shovels to encourage kids to explore. For an added element of fun, you can make colored rice with your kid using a bag of store-bought rice and food coloring.

Make Slime: There are a number of ways to make "slime," a gooey substance that kids with sensory processing disorders (and really any child) like to play with. One recipe: put an egg white into a bowl, stir it, and mix it with a little dish soap, then refrigerate it for 10 hours.

Build a Sensory Bottle: Fill a water bottle stripped of labels (Voss glass bottles works best) with small items like rice, beans, seeds, sprinkles, sand, or rocks to make different sounds. Another kind can be made using materials like beads, glitter, and marbles-then add water, a few glycerin drops, and put super glue on the rim to seal the cap on. These bottles help kids calm down by focusing on the movement inside the bottles.

Support Fine Motor Skills With Generic Products: Items you already have in your home can also easily be repurposed as sensory tools. Spray shaving cream on the kitchen table and let your kids spread it around, draw images, or write words and numbers to release energy while boosting fine motor skills. You can also let your kids rip, fold, and crinkle different types of paper such as wrapping, tissue, and magazine paper.

Set Up Sensory Activities

When your child gets overwhelmed, have them take a break with a sensory activity depending on what they need-to release energy, calm down, or be alone.

Create a Sensory Path: Sensory paths, or a path made with common items like cut-out arrows, pillows, and furniture, can prompt your kid to walk, bend, and hop, which will help to regulate their bodies and transition them to the next activity. Go through the obstacle course with your child beforehand, so they'll know what to do when.

Get Physical: Simple activities like bouncing on an exercise ball or doing bear crawls and crab walks meet the need for releasing energy, says Caley Kukla, a child development and behavior specialist based in Florida. Monica Keyser, a school district occupational therapist in California, also recommends "heavy work," or activities that involve using a child's muscles like pushing furniture into new arrangements or pulling a laundry basket filled with heavy items down a hallway.

Add Pressure: Some children benefit from feeling pressure on their body, which helps activate their parasympathetic response, lowering the heart rate and reducing stress. Other than a simple hug or squeeze, children find "burrito rolls" relaxing, aptly named for looking like a burrito once rolled up inside a blanket or sheet, says Hanan Huneidi, a teacher who works with students not well served by mainstream schooling. You can also have a child sit with a set of heavy books in their lap or make a weighted lap pad by filling a large sock with rice.

Inhale, Exhale: Conducting breathing exercises and simple movements in a child's sensory space is an easy way to release stress from the body and calm the mind, says educators at Meriden Public Schools. Your child can practice mindfulness activities like deep breathing and tapping, and even making silly sounds which can be especially helpful for kids who are hypo-sensitive or under-reactive to their environment. You can also have your kid breathe in and out guided by an expanding and contracting rainbow pinwheel in this video.

Provide Soothing Stimuli: Don't forget that simple things like giving a child a warm bath or drinking a cup of hot tea can provide the soothing effect many children need to calm down, say educators. Brushing a child's skin lightly with a soft-bristled brush or passing ribbon over their arm, leg, or back can achieve a similar effect, adds Sarah Kesty, a middle school special education teacher.

Remember Best Practices

Parents and caregivers also need to provide guidance and structure to help children understand when and how to use sensory tools/spaces. For starters, they should be mindful of their child's triggers and unique sensory needs-whether they need less or more stimulation, for example.

Model Behavior: Children look to adults for how to model their own behavior, says Lori Desautels, a trauma expert, so it is critical for adults to make sure they exhibit calm behavior-even if they don't feel that way-when dealing with a child who is frustrated and in need of soothing. Adults should also model how to request and use sensory areas/tools so a child understands what to do before they are in the midst of a meltdown.

Notice the Signs: A child may get stressed out or even meltdown when asked to do an activity they don't want to do, or as they transition to something new. Physical behaviors like rocking, fidgeting, or being clingy might indicate a child is subconsciously trying to calm themself down, says Stephens. Adults should watch for these signs, then encourage their children to use their sensory supports before things get out of hand.

Provide Structure: Timers can help give children structure and motivation to focus, says Huneidi. If a child is struggling to pay attention, suggest blocks of time or work (like 15-20 minutes) followed by a sensory activity or use of a sensory tool. It can also be helpful to identify keywords and cues your child can use if they feel overwhelmed.

Offer Breaks: Try to offer sensory breaks before a child is having a meltdown, emphasizes Desautels; that way, sensory breaks are not thought of by the child as a punitive measure. By giving a child a sensory tool in advance of the meltdown, the child is more likely to regain focus and regulation more quickly on their own.

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DIY Ways to Meet a Child's Sensory Needs at Home

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Occupational therapists and trauma-informed teachers weigh in on how to create sensory tools and spaces with what you have at home.

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Lemon Lime Adventures

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A Fabulous Solution for Calming Yourself, Your Child and Your Family "Dayna is so enthusiastic and dedicated to assisting others with the very struggles we all encounter with our children. I'm UK based and using her calm the chaos workshop just now which is epic! Amazing advice and oodles of understanding and support. She is so spot on. Connect. Understand. Empower. If you are looking for help, here is a fabulous solution for calming yourself, your child and your family. Thank you Dayna x" -- Rachel Waugh

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Lemon Lime Adventures- Out of the Box Parenting Made Simple

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A Fabulous Solution for Calming Yourself, Your Child and Your Family "Dayna is so enthusiastic and dedicated to assisting others with the very struggles we all encounter with our children. I'm UK based and using her calm the chaos workshop just now which is epic! Amazing advice and oodles of understanding and support.

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Behavior Support - Consultation, Online Courses, Workshops & More!

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As Board Certified Behavior Analysts, we know how difficult it can be to navigate misbehavior in the classroom. As a licensed school psychologist and special education teacher, we are here to give you the tools and knowledge to navigate challenging behavior with the confidence you deserve.

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National Center on Improving Literacy

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This toolkit, developed in collaboration with the Idaho State Department of Education, helps parents and families use everyday time together as an opportunity for learning and building reading skills.

You will learn:

This toolkit includes:

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This toolkit, developed in collaboration with the Idaho State Department of Education, helps parents and families use everyday time together as an opportunity for learning and building reading skills. You will learn: This toolkit includes:

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National Center on Improving Literacy

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This toolkit, developed in collaboration with the Idaho State Department of Education, helps parents and families use everyday time together as an opportunity for learning and building reading skills.

You will learn:

This toolkit includes:

Explore More Toolkits

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This toolkit, developed in collaboration with the Idaho State Department of Education, helps parents and families use everyday time together as an opportunity for learning and building reading skills. You will learn: This toolkit includes:

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Achieve the Core

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Resources for building and assessing student fluency to improve reading comprehension

This seven-step protocol outlines how to perform small group interventions for middle school and high school students reading below gra...

Grades 6-12

The activities in this weekly reading routine are designed to support growth in all three areas of reading fluency (accuracy, rate, and...

Grades K-12

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Resources for building and assessing student fluency to improve reading comprehension This seven-step protocol outlines how to perform small group interventions for middle school and high school students reading below gra... Grades 6-12 The activities in this weekly reading routine are designed to support growth in all three areas of reading fluency (accuracy, rate, and...

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Search our free collection of high-quality PreK - 12 ELA and Math materials. Filter by subject or grade. Download, adapt, share.

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Achieve the Core

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NCDPI

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Access thousands of free e-books, poems, articles, short stories, and plays. The site includes a large reference and nonfiction section as well as several detailed study guides for texts of classic literature, drama, and poetry.

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Remote Learning Activities

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PrAACtical AAC

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We're continuing to support core word learning in this stay-at-home era. In today's post, we share some ideas for integrating AAC into your daily life.

Thanks to all who've reached out with questions, comments, and words of appreciation for the Year of Core Vocabulary series. Here are some helpful resources for those who are using the words in Set 1 ( ) or Set 2 ( Year of Core Words Another Year of Core Words ). If you are contemplating this approach, feel free to jump in at any time. The best time to start (or re-start) is right now. Don't worry about retracing steps, or not 'doing it right.' The best way to get better at core vocabulary instruction is just to keep at it. It takes time, practice, and a willingness to keep at it.

Our words for this month are as follows.

Set 1: all, down, good, little, my, question, sad, she, turn, up, who, why

Set 2: bathroom, car, child, confused, green, hard, how much, man, mean, never, part, remember, sister, so, today, us

Core words can be used in a wide range of contexts and activities. Click on the links for more concrete information about how to use each of these to build communication.

A great many thanks to our colleagues Barbara Fernandes, Rachael Langley, Lisa Timm, Nancy Inman, Brian Whitmer, Russell Cross, Gail Van Tatenhove, Allison Wade, Heidi LoStracco, Bill and Lori Binko, Eric Sailers, and all the others who have contributed to this effort.

Reading is a great way to build in some extra core word practice. If you like reading with your prAACtical pals, we have some book suggestions. The following list is for Set 1 words.

A House for Hermit by Eric Carle Crab: good, little, question, sad, turn, up

It's Mine! by Leo Lionni : all, good, little, my, turn, who, why

The Heart and the Bottle by Oliver Jeffers: down, good, little, question, sad, she, why

The Napping House By Audrey Wood: all, down, little, she, up, who, why

Turn Off That Light! By John Crossingham: down, good, little, turn, who, why

May Calendar
Rachael Langley's wonderful core word calendars have been showing up on bulletin boards and refrigerators around the globe. She has lots of fun and easy ideas for our May words. (Click on the image to download the calendar for Set 1 words.)

Need some ideas for ways to target the May vocabulary beyond the single word level? Lisa Timm has some suggestions for us.

You can print out these sentences and the Set 2 calendar here.

Need even more ideas? Rachael Langley took care of that, too. (Click here or on the image below.)

This post was written by Carole Zangari

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PrAACtically May - AAC Resources for A Year of Core Words: The Learn-at-Home Edition

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We're continuing to support core word learning in this stay-at-home era. In today's post, we share some ideas for integrating AAC into your daily life. Thanks to all who've reached out with questions, comments, and words of appreciation for the Year of Core Vocabulary series.

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The Mint

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IPUL and Idaho SESTA

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Online Recreation Center and Resources - Arts & Crafts and MORE

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Online Recreation Center and Resources - Arts & Crafts and MORE

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McCall, Idaho

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Arts & Crafts | McCall Parks & Recreation Department

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The SLP Solution

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Free Speech and Language Resources - Speech And Language Kids

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Welcome to My Home!! I’m so glad you found my site! I have a ton of great free content for just about every different speech and language problem you may encounter. Feel free to browse around and don’t hesitate to let me know if you have any questions! Subscribe to My Mailing List

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Special Olympics

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Introducing a whole new way to exercise, featuring WWE Superstar Becky Lynch. Work out with these videos five times a week to help you stay fit and reach your athletic goals. Watch them in order starting with Video 1. When you can do each exercise in a video correctly, it's time to move on to the next one.

The School of Strength has three levels of videos:

Here's what you need to get started:

Fill out a Fitness Tracker to get the most out of your workouts. Download or print out your tracker, and write down when you work out. Seeing your progress on paper can motivate you, help you set realistic fitness goals, and even beat them.

Snack Like A Master Trainer

Tap each athlete to reveal their favorite healthy snack.

Use our Coach's Playbook to help make working out feel fun during training sessions. You can also use it to give athletes exercise ideas they can do on their own.

Find even more ways to have fun while eating healthy with our Caregiver's Kit. You'll get nutrition tips and tricks that encourage your athlete to make healthy choices on their own. You'll also get a fitness tracker you and your athlete can use to set goals and record progress.

Special Olympics Health is supported by cooperative agreement #NU27DD001156 from the U.S. Centers for Disease Control and Prevention (CDC). The contents of this campaign are the responsibility of Special Olympics and do not necessarily represent the views of CDC.

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Introducing a whole new way to exercise, featuring WWE Superstar Becky Lynch. Work out with these videos five times a week to help you stay fit and reach your athletic goals. Watch them in order starting with Video 1. When you can do each exercise in a video correctly, it's time to move on to the...

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US National Park Service

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Check out these themed Junior Ranger booklets that you can download and do at home or at your favorite park. Some parks offer one or more of these national, themed booklets. Check with a park before visiting to see which Junior Ranger booklets are available on-site.

Download Activity Booklets and Virtual Badges

Select a Junior Ranger program below to download the booklet and learn more about how to use it and earn a completion award. Completion awards vary with each program and may include a printable certificate, badge, digital high five, or a physical patch or badge.

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National Junior Ranger Booklets (U.S. National Park Service)

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Check out these themed Junior Ranger booklets that you can download and do at home or at your favorite park. Some parks offer one or more of these national, themed booklets. Check with a park before visiting to see which Junior Ranger booklets are available on-site.

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The Bird Feed NYC

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Telepractice in AAC: Working with what you've got

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Telepractice in AAC: Working with what you've got

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Nerissa Hall and Hillary Jellison are specialists in Telepractice and AAC.

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PrAACtical AAC

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The other day, a friend posted something on social media that many of us can relate to. "Between all the hand sanitizer and cleaning solution that my skin absorbs," she said, "I'm probably disinfecting the toilet with every trip to the bathroom!"

While that's a bit of a stretch, it is true that most of us are washing our hands more often now than ever before. And for good reason. But some of our AAC learners don't really like hand washing and it can be a struggle to have them do that several times a day.

In today's post, we share some ideas that can help keep those hands clean. Not everyone will need every strategy, but we included several ideas so that you can select those that are most beneficial for the AAC learners in your life.

1. Teach the skill and use a visual schedule to illustrate the steps. Don't assume that everyone knows how to wash their hands correctly.

2. Build it into the schedule. We can put handwashing into the schedule several times a day to help build the expectation that this is part of the regular routine.

3. Read about it. Develop a social narrative about hand washing or download one of the free resources in this collection.

4. or . Or, watch You can find Watch a video about it, like these from the US Center for Disease Control Crawford the Cat as he washes up. more video suggestions here. this one from the UK National Health Service

5. Use a visual support. Visual supports can be useful in helping AAC learners understand that they need to wash their hands repeatedly. In the image below, we fold down a flap after each time that we wash our hands both to give a sense of accomplishment and also to get a sense of how many more times we're planning to wash our hands.

6. Make it fun. If you experience a great deal of resistance, try some water play.

Make some 'Soap Soup.'

Use soapy water to give plastic animals a bath.

Wash some Legos in a tub of soapy water.

7. Share the accomplishment. Text a photo to Nana. Brag about it in earshot of the learner. Many learners respond really well when we make handwashing something to be proud of.

If you are following along with our Year of Core Vocabulary Words, you already know that we'll need to find ways to model and elicit our April words ( big, busy, do, drink, feel, he, in, make, out, some, tell, who) while we do some of these activities. Here are some sample sentences to get you started.

What a BIG guy you are!

It's no BIG deal.

You've been very BUSY.

We have something to DO.

Let's DO our hand washing.

This water is for washing. That water is for DRINKing.

Do you want a DRINK when we're done?

I FEEL very proud of you.

You don't FEEL like stopping to wash.

I'm going to put the soap IN your hands.

Can you MAKE lots of bubbles?

Let's MAKE sure we dry off.

We need SOME warm water, don't we?

I can get SOME more soap for you.

I can't wait to TELL Ms. Santiago what a good job you did!

TELL Nana what we did.

I see someone WHO has clean hands!

Are you incorporating handwashing in your AAC work? We'd love to hear about it.

This post was written by Carole Zangari

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PrAACtical Conversations About Hand Washing

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The other day, a friend posted something on social media that many of us can relate to. "Between all the hand sanitizer and cleaning solution that my skin absorbs," she said, "I'm probably disinfecting the toilet with every trip to the bathroom!"

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FREE for now

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It's simple to get started!

Simply send an email to sarah@mobymax.com, with the following information for each teacher that you would like to include in the school or district pilot:

Teacher full name

Teacher email address

School name

That's it! We'll do all the work to get your teachers started with MobyMax.

If you have any questions, please give us a call at 888-793-8331.

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Award-winning MobyMax helps struggling learners quickly catch up to grade level and closes learning gaps for all your students. Find and fix missing skills with personalized learning, pinpoint assessments, and motivating rewards.

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Idaho Training Clearinghouse

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Idaho Training Clearinghouse > SESTA Home > SESTA > COVID-19 Resources

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Idaho SESTA Padlet

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Supporting students with Significant Cognitive Disabilities

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Supporting students with Significant Cognitive Disabilities

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Idaho SESTA Padlet

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Idaho SESTA Padlet

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Idaho SESTA Padlet

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Idaho SESTA Padlet

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A.T. Quick Tips and Instructional Supports

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A.T. Quick Tips and Instructional Supports

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Padlet

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Idaho SESTA Padlet

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Using Proloquo2Go to talk about the coronaviris

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Using Proloquo2Go to talk about the coronaviris

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AssistiveWare

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My daughter Maggie uses Augmentative and Alternative Communication (AAC). She is struggling to understand the impact of COVID-19. Her daily routine has changed by the closure of local schools. Her favorite weekend outings are cancelled. We are almost hibernating! I can see her anxiety in her behavior and hear it in the sounds she makes. How do I explain something as abstract as a virus to someone who uses just one or two symbols at a time to communicate?

Explaining COVID-19 with AAC

Maggie understands abstract ideas best when we explain them using her AAC. She needs these visual supports to understand new ideas. It's tempting to create special pages in her AAC. I could add new symbols and pictures to represent all these new words we are hearing. But there are just so many new ones: quarantine, pandemic, social distancing, and many more.

Fortunately, I don't need lots of new words. Maggie has a robust and balanced AAC system. The words that are already in her AAC are almost enough. For example, a pandemic is when "many people get sick at the same time." COVID-19 is "a very small germ that can make us sick." We are social distancing, or "staying home so we can help not get anyone sick." If we get sick, we will quarantine to "keep the germs from getting others sick."

I can use Maggie's ordinary words to explain what is happening. When I do this, Maggie learns new ways to use common, familiar words. This is a powerful skill for someone who uses AAC. There will always be words missing from her AAC, but I can teach her to get the most out of the words she has.

Talk about coronavirus in different ways

This is also a good opportunity to show Maggie how to use her keyboard to spell words. I spell when it's a word we aren't likely to use much. Maggie is still learning letter names and sounds, so I just focus on the first letter: "COVID-19...I hear a C." Spelling the missing word shows Maggie that her keyboard can be a powerful communication tool. For example, if I say, "the germ, "C", you can guess I mean "COVID-19" or "coronavirus."

5 Ideas to talk about coronavirus

1. Talk about WHAT is happening.

There is a germ that is making people sick. The germ goes from person to person. We are staying home so the germ can not get on us and make us sick. We are washing our hands to wash the germs off. Many people are staying home, too. If we all stay home, we will all not get sick. If the germ gets on us and we get very sick, we will go the hospital. The doctors and nurses will help us.

2. Talk about what is the SAME.

We will stay home. We will sleep in our own beds. We will get dressed and take baths. We will cook good food. We will play with the cats.

3. Talk about what might be DIFFERENT.

We will not go to school. We will not go to the mall. We will not go see our friends. We will not ride the bus. I will not go to work. I will stay here with you.

4. Talk about WHEN this is happening.

We might need to stay home for a long time. We will be home today, and tomorrow. We will be home until we know it is safe. Then we will go back to school.

5. Talk about PAST EXPERIENCES.

We remember that the coronavirus is like some other times we have experienced. We remember when we stayed home during an ice storm and blizzard.

Watch this video about wearing Face Masks

Children may be experiencing confusion over people now wearing face masks. Amanda shares some ideas about how can talk about this in her video.

Talk about COVID-19 often

It isn't enough to just talk about the virus once. With both my children, we have an ongoing conversation. Maggie seems to best understand complex ideas when we talk about them regularly over many days. It helps when we write down what we talked about so we can read the text together. We've found some great social stories online (linked below).

AssistiveWare is here to support

Our support team and online communities will be available to answer any questions and support you during these difficult and changing times. Please reach out to us.

Links:

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Using Proloquo2Go to talk about the coronavirus - AssistiveWare

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My daughter Maggie uses Augmentative and Alternative Communication (AAC). She is struggling to understand the impact of COVID-19. Her daily routine has changed by the closure of local schools. Her favorite weekend outings are cancelled. We are almost hibernating! I can see her anxiety in her behavior and hear it in the sounds she makes.

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Panorama Ed

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When implementing social-emotional learning (SEL), it can be helpful to narrow your focus to a few SEL competencies that are most relevant for the students and educators in your school community.

That's why many district and school leaders use the framework from CASEL (the Collaborative for Academic, Social, and Emotional Learning). CASEL outlines five core social-emotional learning competencies that can be taught in many ways in any type of school or district community.

In this guide, you'll learn about the five core SEL competencies-complete with definitions, equity considerations, and examples of what these competencies may look like and sound like in practice. For each core competency, we also share examples of low-lift SEL strategies, activities, and teaching practices that you can use right away in your school community to promote student SEL and adult SEL.

Keep reading or use the shortcuts below to access different sections of this guide.
I. What Is Social-Emotional Learning? II. The 5 Core SEL Competencies

1. Self-Awareness

2. Self-Management

3. Social Awareness

4. Relationship Skills

5. Responsible Decision-Making

III. Assessing the Core SEL Competencies

Download the Panorama Social-Emotional Learning Survey aligned to the 5 core SEL competencies.

What Is Social-Emotional Learning?

Social-emotional learning is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.*

*via CASEL (Collaborative for Academic, Social, and Emotional Learning)

In other words, social and emotional learning describes the skills that educators do not explicitly teach. It can be apparent when social-emotional skills are present or absent in students. A 2017 meta-analysis from CASEL involving students from kindergarten to high school showed that students exposed to SEL programs performed better academically (13 percentile points higher) than their non-SEL peers. In addition, SEL can have a positive impact on school climate and reduce mental health issues and drug use among students.

What Are Social-Emotional Competencies?

Social-emotional learning competencies are the specific skills, habits, and mindsets that fall under the umbrella of social-emotional learning. These skills are varied, and school communities may prioritize different SEL competencies based on identifiable student needs or the district's portrait of a graduate. However, many school districts focus on CASEL's five core SEL competencies as a starting point.

The Five Core SEL Competencies

1. Self-Awareness

2. Self-Management

3. Social Awareness

4. Relationship Skills

5. Responsible Decision-Making

Now that we've outlined the five core competencies, let's take a look at each competency in depth. We'll also look at specific activities for promoting students' social and emotional development of each competency.

Core Competency #1: Self-Awareness

Self-awareness is the ability to accurately recognize one's own emotions, thoughts, and values and how they influence behavior. It is also the ability to accurately assess one's strengths and limitations, with a well-grounded sense of confidence, optimism, and a growth mindset.

Through an equity lens, self-awareness can help adults and students recognize biases, understand how race and ethnicity impact your sense of self and personal identity, and reflect on what it means to be part of a group or community.

Self-Awareness May Look Like:

Identifying emotions

Having an accurate self-perception

Recognizing strengths

Self-confidence

Self-efficacy

Self-Awareness May Sound Like:

How am I feeling and why?

When am I at my best?

When do I feel angry?

What kind of person do I want to be today?

What stresses me out?

Where do I fit into my family/community?

Self-Awareness Strategy: The Feelings Wheel

The Feelings Wheel (see the image to the right) helps students acknowledge their emotions and feelings so that they can move into action and respond constructively to those feelings.

How it works: Let's say you are feeling "fearful." Locate that feeling on the wheel, then move one ring out and identify another emotion. Keep moving to the last ring on the wheel. By accurately identifying your emotions, you can do something about it and handle these emotions in a productive way.

Application for the Feelings Wheel:

For You: Quiet time; meals, mornings, or before bed

For Students: Dedicated time during the day; daily/weekly check-ins; buddy system

Self-Awareness Strategy: Positive Pivot

The Positive Pivot Scale is a high school strategy from Move This World that helps students consider a range of ways to respond to a situation. The scale runs from negative 5 to positive 5.

How it works: Consider a challenge you are facing today. Identify where you are currently responding on the Positive Pivot Scale. Then, ask yourself: What would I need to do to move to a higher number on the Positive Pivot Scale?

Application for the Positive Pivot Scale:

For You: Quiet time; meals, mornings, or before bed

For Students: Dedicated time during the day; daily/weekly check-ins; buddy system

Core Competency #2: Self-Management
Self-management is the ability to engage in self-regulation and self-control regarding emotions, thoughts, and behaviors in different situations-such as effectively managing stress, controlling impulses, and motivating oneself. It is also the ability to set and work towards personal and academic goals.

Self-management is important from an equity perspective because it can help adults and students manage the stress associated with adapting to a new school climate or culture, cope with discrimination, and come up with individual and collective solutions in the face of challenges.

Self-Management May Look Like:

Impulse control

Stress management

Self-discipline

Self-motivation

Goal-setting

Organizational skills

Self-Management May Sound Like:

I need a break right now

May I please have space? I am not ready to share.

I think I need help with _______.

I don't understand yet, but I will ________ to reach my goal.

Self-Management Strategy: Positive Self-Talk

Self-talk is "the act of practice of talking to oneself, either aloud or silently and mentally." Generally, negative self-talk makes us feel worse, but positive self-talk can make us feel better because it triggers problem-solving and helps remind ourselves that making mistakes is part of life.

Two examples of shifting from negative to positive self-talk include:

1. You are overwhelmed by the amount of tech it's going to take to teach your class.
"This is never going to work! I'm not tech-savvy" to "I can ask someone to help me, and it will become easier."

2. You have an important question for the teacher, but the teacher tells you that he/she doesn't have time to answer it. "I can't figure this out by myself!" to "It will take time, but I can learn this."

Application for Positive Self-Talk:

For You: Pay attention to your thoughts and words, and pivot as needed

For Students: Explicitly teach positive self-talk through mini-lessons and hold students accountable

Self-Management Strategy: WOOP Goal-Setting

The WOOP activity from Character Lab helps students find their wishes and develop an action plan to fulfill those wishes. WOOP is named for each step in the process: identifying your Wish, imagining the Outcome, anticipating the Obstacle, and developing a specific Plan.

W: What is an important wish that you want to accomplish? Your wish should be challenging but feasible.

O: What will be the best result from accomplishing your wish? How will you feel? Pause and really imagine the outcome.

O: What is the main obstacle inside you that might prevent you from accomplishing your wish? Pause and really imagine the obstacle.

P: What's an effective action to tackle the obstacle? Make a when-then plan.

Application for WOOP:

For You: Make time for goal-setting.

Google forms, For Students: Flipgrid (video recording), and monitor progress

Core Competency #3: Social Awareness

Social awareness is the ability to take the perspective of and empathize with others, including those from diverse backgrounds and cultures. It is the ability to understand social and ethical norms for behavior and to recognize family, school, and community resources and supports.

Through an equity lens, social awareness can help adults and students navigate norms in diverse social settings, recognize issues of race and class in different settings, understand power dynamics, and come up with ways to create a positive school climate that honors diversity.

Social Awareness May Look Like:

Perspective taking

Empathy

Appreciating diversity

Respect for others

Social Awareness May Sound Like:

I wonder how that made _______ feel?

How would I feel if I were in that situation?

What is ________ thinking?

They seem sad right now. Maybe I should _______.

Thanks for sharing! My family does it this way.

Social Awareness Strategy: The Listening Circle

The Listening Circle teaches empathy, provides an opportunity to hear (or read) different perspectives, and builds community. In a listening circle, students have a safe space to share their voices by responding to prompts. Example prompts include: "Who do you look up to the most, and why?" and "What advice would you give yourself today, and why?"

Application for the Listening Circle:

For You: Connect with friends and family via social media, phone, Zoom

For Students: Make time for it in the classroom or virtually ( Zoom breakout rooms, Flipgrid, Padlet)

Core Competency #4: Relationship Skills

Relationship skills are the ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups. They are also the ability to communicate clearly, listen well, cooperate with others, resist inappropriate social pressure, negotiate conflict constructively, and seek and offer help when needed.

Relationship skills through an equity lens means that adults and students can navigate cultural differences, form relationships with people from different backgrounds in a way that honors their culture, and solve problems across race, culture, gender, and social lines.

Relationship Skills May Look Like:

Communication

Social engagement

Relationship building

Teamwork

Relationship Skills May Sound Like:

When you ______ it made me feel _______.

Can you explain what you mean by that?

I disagree with you because _________.

What did you mean by _________?

Relationship Skills Strategy: Count Me Down

Count Me Down is a strategy from Move This World that helps students identify ways they are similar and different from others. The goals are to develop a stronger understanding of peers and to demonstrate respect for differences and exhibit empathy. An example prompt for Count Me Down is as follows:

3 unique things about your family

2 challenges you're currently facing

goal or dream you have1

Application for Count Me Down:

For You: Use the prompt to journal about things in your life

For Students: Make time for it in the classroom or virtually ( Zoom breakout rooms, Flipgrid, Padlet)

Relationship Skills Strategy: Rose, Bud, Thorn

Rose, Bud, Thorn is a strategy that helps students identify positive moments and areas where they need support. During this activity, students share a:

Rose: Something positive that happened this past week

Bud: Something you are looking forward to next week

Thorn: Something you need help with in the next week

To foster grit and growth mindset, students may also consider ways to turn thorns into roses.

Application for Rose, Bud, Thorn:

For You: Reflect on what went well and what you need help with; communicate when you need help turning thorns into roses

For Students: Make time for it in the classroom or virtually ( Zoom breakout rooms, Flipgrid, Padlet)

Core Competency #5: Responsible Decision-Making
Responsible decision-making is the ability to make constructive choices about personal behavior and social interactions based on ethical standards, safety concerns, and social norms. It is also the realistic evaluation of consequences of various actions, and a consideration of the well-being of oneself and others.

Through an equity lens, responsible decision-making skills can help adults and students make decisions that are inclusive and equitable, understand the systemic implications of different outcomes, and reflect on how actions and decisions can impact equity.

Responsible Decision-Making May Look Like:

Identifying problems

Analyzing situations

Solving problems

Evaluating

Reflecting

Ethical responsibility

Responsible Decision-Making May Sound Like:

How will this impact others?

Is it worth it?

Why do I want to make this choice?

Was this a strong choice?

Will this help me?

Responsible Decision-Making Strategy: The POOCH Protocol

POOCH is a process for problem-solving that can help students thoughtfully generate solutions to problems by thinking through possible options and outcomes. The steps are as follows:

1. Identify the problem.

2. Explore different options to solve the problem.

3. Discuss an outcome for each option.

4. Choose an option.

5. Reflect on how things went.

Access the POOCH template as a Google Doc.

Application for the POOCH Protocol:

For You: Use it when faced with difficult decisions

For Students: Use as a tool to collectively solve problems

Assessing the Core SEL Competencies
Once your school or district has identified specific SEL competencies to focus on, the next step is to gather baseline data on how students are developing those skills, mindsets, and competencies. SEL data can help educators identify individual students' strengths and areas for growth related to specific competencies. At the school and district level, the data can help guide school climate improvement plans and tier one SEL instruction.

The Panorama Social-Emotional Learning Survey, aligned to the CASEL framework, is a great tool to get started measuring SEL. The survey, developed at the Harvard Graduate School of Education, contains more than 22 research-backed topics to help school districts gather valid and reliable social-emotional learning data from students.

Interested in learning more about measuring SEL? Explore these resources to learn how CASEL partner districts are measuring and promoting social-emotional learning:

Download the Panorama Social-Emotional Learning Survey to get started assessing SEL.

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A Guide to the Core SEL Competencies [Activities Included]

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When implementing social-emotional learning (SEL), it can be helpful to narrow your focus to a few SEL competencies that are most relevant for the students and educators in your school community. That's why many district and school leaders use the framework from CASEL (the Collaborative for Academic, Social, and Emotional Learning).

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National Center for Learning Disabilities

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An Educators Guide to Virtual Learning for SWD

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An Educators Guide to Virtual Learning for SWD

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National Center for Learning Disabilities

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COVID-19 Information and Resources | Autism Speaks

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A list of resources for the autism community organized by topic. The situation around the current spread of coronavirus disease 2019 (COVID-19) is changing rapidly, so make sure you stay informed by visiting the CDC's information page regularly.

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Tobi Dynavox

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We use cookies to ensure that we give you the best experience on our website. If you continue without changing your settings, we'll assume that you are happy to receive all cookies from this website. To find out more, please see our privacy policy.

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Zoom Loon Deaf Hard of Hearing Support for Online Learning 

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Zoom Loon Deaf Hard of Hearing Support for Online Learning 

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Includes Self-Determination and MORE

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NDC is a technical assistance and dissemination center funded by the Office of Special Education Programs (OSEP). Our mission is to support postsecondary out...

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A choose-your-own-adventure game created just for teenagers

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CASEL

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National Air & Space Museum

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Discover STEM in 30

STEM in 30 is an Emmy-nominated program for middle school students produced by the Smithsonian's National Air and Space Museum. New episodes are released every month, followed by an Air and Space Live Chat, where you and your students can tune in live and ask our expert your questions.

Perseverance: What it Takes to Explore the Red Planet

Did you know Mars is inhabited by robots? We have been exploring the Red Planet through satellites, landers, and rovers for decades. The next step of that exploration is planned for February 2021 when NASA's Perseverance rover (and Ingenuity helicopter) will land on the surface of Mars. Tune in to learn about Mars exploration and Perseverance's mission in this episode of STEM in 30, the Emmy nominated TV show for middle school students.

Have questions after the program? Tune in to our TWO Live Chats on Thursday, February 11 at 1 pm ET and Thursday, February 18 at 1 PM ET to learn more about Mars!

2020-2021 Schedule

National History Day - Episode January 7, Live Chats January 14, 21, 28

This year's National History Day theme is Communication. In " Communication is Key: National History Day 2021," hear firsthand from experts about the history, science, and importance of communication technology and get tips on doing great research from National Air and Space Museum curators. Available January 7.

Then join us for live chats on January 14, January 21, and January 28 at 1 pm to connect with experts about your National HIstory Day projects.
This program is made possible by the generous support of Boeing.

Mars Rover Perseverance - Episode February 4, Live Chat February 11

We have been exploring the Red Planet through satellites, landers, and rovers for decades. The next step of that exploration is planned for February 2021 when NASA's Perseverance rover (and Ingenuity helicopter) will land on the surface of Mars. Learn about Mars exploration and Perseverance's mission in " Perseverance: What it Takes to Explore the Red Planet!" Available February 4.

Then bring your questions to our live chat about Mars on February 11 at 1 pm.
This program is made possible by the generous support of Boeing.

Stealth Aircraft - Episode March 4, Live Chat March 11

Wonder Woman has the invisible jet Batman has the silent batwing, and the military has the B-2 and the F-117. Learn about actual stealth aircraft, and the science behind making a sneaky flying machine in " Shhhhh. The Science of Stealth." Available March 4.

Then bring your questions to our live chat about stealth on March 11 at 1 pm.

Space Shuttle - Episode April 8, Live Chat April 15

From 1981 to 2011, space shuttles flew astronauts and payloads to space and then returned to Earth, like a plane returning to an airport. NASA used them for critical projects in a variety of ways, like launching satellites, servicing the Hubble Space Telescope, and helping build the International Space Station. Learn about the history and science of this one-of-a-kind spacecraft in " The Space Shuttle at 40." Available April 8.

Then bring your questions about space shuttles to our live chat with an astronaut April 15 at 1 pm.

Careers in Aviation and Space - Episode May 6, Live Chat May 13

Aviation and space have unified and fascinated individuals from all backgrounds, and the aerospace industry is made of a wide range of careers and people. In " Dream Jobs: Careers in Aerospace," meet some of these amazing leaders and follow their path to a career in air and space. Available May 6.

Then bring your questions about working in aviation and space to our panel discussion live chat on May 13.

Connect With Us

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STEM in 30 is an Emmy-nominated program for middle school students produced by the Smithsonian's National Air and Space Museum. New episodes are released every month, followed by a Mission Debrief where you and your students can tune in live and ask our expert your questions.

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National Air & Space Museum

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Discover STEM in 30

STEM in 30 is an Emmy-nominated program for middle school students produced by the Smithsonian's National Air and Space Museum. New episodes are released every month, followed by an Air and Space Live Chat, where you and your students can tune in live and ask our expert your questions.

Perseverance: What it Takes to Explore the Red Planet

Did you know Mars is inhabited by robots? We have been exploring the Red Planet through satellites, landers, and rovers for decades. The next step of that exploration is planned for February 2021 when NASA's Perseverance rover (and Ingenuity helicopter) will land on the surface of Mars. Tune in to learn about Mars exploration and Perseverance's mission in this episode of STEM in 30, the Emmy nominated TV show for middle school students.

Have questions after the program? Tune in to our TWO Live Chats on Thursday, February 11 at 1 pm ET and Thursday, February 18 at 1 PM ET to learn more about Mars!

2020-2021 Schedule

National History Day - Episode January 7, Live Chats January 14, 21, 28

This year's National History Day theme is Communication. In " Communication is Key: National History Day 2021," hear firsthand from experts about the history, science, and importance of communication technology and get tips on doing great research from National Air and Space Museum curators. Available January 7.

Then join us for live chats on January 14, January 21, and January 28 at 1 pm to connect with experts about your National HIstory Day projects.
This program is made possible by the generous support of Boeing.

Mars Rover Perseverance - Episode February 4, Live Chat February 11

We have been exploring the Red Planet through satellites, landers, and rovers for decades. The next step of that exploration is planned for February 2021 when NASA's Perseverance rover (and Ingenuity helicopter) will land on the surface of Mars. Learn about Mars exploration and Perseverance's mission in " Perseverance: What it Takes to Explore the Red Planet!" Available February 4.

Then bring your questions to our live chat about Mars on February 11 at 1 pm.
This program is made possible by the generous support of Boeing.

Stealth Aircraft - Episode March 4, Live Chat March 11

Wonder Woman has the invisible jet Batman has the silent batwing, and the military has the B-2 and the F-117. Learn about actual stealth aircraft, and the science behind making a sneaky flying machine in " Shhhhh. The Science of Stealth." Available March 4.

Then bring your questions to our live chat about stealth on March 11 at 1 pm.

Space Shuttle - Episode April 8, Live Chat April 15

From 1981 to 2011, space shuttles flew astronauts and payloads to space and then returned to Earth, like a plane returning to an airport. NASA used them for critical projects in a variety of ways, like launching satellites, servicing the Hubble Space Telescope, and helping build the International Space Station. Learn about the history and science of this one-of-a-kind spacecraft in " The Space Shuttle at 40." Available April 8.

Then bring your questions about space shuttles to our live chat with an astronaut April 15 at 1 pm.

Careers in Aviation and Space - Episode May 6, Live Chat May 13

Aviation and space have unified and fascinated individuals from all backgrounds, and the aerospace industry is made of a wide range of careers and people. In " Dream Jobs: Careers in Aerospace," meet some of these amazing leaders and follow their path to a career in air and space. Available May 6.

Then bring your questions about working in aviation and space to our panel discussion live chat on May 13.

Connect With Us

# data[].attributes.attachment_link.description
STEM in 30 is an Emmy-nominated program for middle school students produced by the Smithsonian's National Air and Space Museum. New episodes are released every month, followed by a Mission Debrief where you and your students can tune in live and ask our expert your questions.

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National Air & Space Museum

# data[].attributes.attachment_link.readable_text
Discover STEM in 30

STEM in 30 is an Emmy-nominated program for middle school students produced by the Smithsonian's National Air and Space Museum. New episodes are released every month, followed by an Air and Space Live Chat, where you and your students can tune in live and ask our expert your questions.

Perseverance: What it Takes to Explore the Red Planet

Did you know Mars is inhabited by robots? We have been exploring the Red Planet through satellites, landers, and rovers for decades. The next step of that exploration is planned for February 2021 when NASA's Perseverance rover (and Ingenuity helicopter) will land on the surface of Mars. Tune in to learn about Mars exploration and Perseverance's mission in this episode of STEM in 30, the Emmy nominated TV show for middle school students.

Have questions after the program? Tune in to our TWO Live Chats on Thursday, February 11 at 1 pm ET and Thursday, February 18 at 1 PM ET to learn more about Mars!

2020-2021 Schedule

National History Day - Episode January 7, Live Chats January 14, 21, 28

This year's National History Day theme is Communication. In " Communication is Key: National History Day 2021," hear firsthand from experts about the history, science, and importance of communication technology and get tips on doing great research from National Air and Space Museum curators. Available January 7.

Then join us for live chats on January 14, January 21, and January 28 at 1 pm to connect with experts about your National HIstory Day projects.
This program is made possible by the generous support of Boeing.

Mars Rover Perseverance - Episode February 4, Live Chat February 11

We have been exploring the Red Planet through satellites, landers, and rovers for decades. The next step of that exploration is planned for February 2021 when NASA's Perseverance rover (and Ingenuity helicopter) will land on the surface of Mars. Learn about Mars exploration and Perseverance's mission in " Perseverance: What it Takes to Explore the Red Planet!" Available February 4.

Then bring your questions to our live chat about Mars on February 11 at 1 pm.
This program is made possible by the generous support of Boeing.

Stealth Aircraft - Episode March 4, Live Chat March 11

Wonder Woman has the invisible jet Batman has the silent batwing, and the military has the B-2 and the F-117. Learn about actual stealth aircraft, and the science behind making a sneaky flying machine in " Shhhhh. The Science of Stealth." Available March 4.

Then bring your questions to our live chat about stealth on March 11 at 1 pm.

Space Shuttle - Episode April 8, Live Chat April 15

From 1981 to 2011, space shuttles flew astronauts and payloads to space and then returned to Earth, like a plane returning to an airport. NASA used them for critical projects in a variety of ways, like launching satellites, servicing the Hubble Space Telescope, and helping build the International Space Station. Learn about the history and science of this one-of-a-kind spacecraft in " The Space Shuttle at 40." Available April 8.

Then bring your questions about space shuttles to our live chat with an astronaut April 15 at 1 pm.

Careers in Aviation and Space - Episode May 6, Live Chat May 13

Aviation and space have unified and fascinated individuals from all backgrounds, and the aerospace industry is made of a wide range of careers and people. In " Dream Jobs: Careers in Aerospace," meet some of these amazing leaders and follow their path to a career in air and space. Available May 6.

Then bring your questions about working in aviation and space to our panel discussion live chat on May 13.

Connect With Us

# data[].attributes.attachment_link.description
STEM in 30 is an Emmy-nominated program for middle school students produced by the Smithsonian's National Air and Space Museum. New episodes are released every month, followed by a Mission Debrief where you and your students can tune in live and ask our expert your questions.

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Rachel Madel - SLP

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Compiled by Connecticut DOE

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Printable resources - no tech

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"Fluency in each grade involves a mixture of just knowing some answers, knowing some answers from patterns (e.g., "adding 0 yields the same number"), and knowing some answers from the use of strategies. It is important to push sensitively and encouragingly toward fluency of the designated numbers at each grade level, recognizing that fluency will be a mixture of these kinds of thinking which may differ across students." (CC/OA Progression, p. 18)

These documents provide a set of short activities extracted from Engage NY and Illustrative Mathematics, two open education resources. While initially created as a supplement to Go! Math, teachers who are using a variety of curricula have found these fluency resources helpful. The activities are designed to support students' progress toward the grade-level numeracy and fluency articulated in college- and career-ready standards. They are intentionally short, providing educators the flexibility to use them before or after a lesson or anytime during the school day. The activities are intended to be used throughout the school year.
Send Feedback

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Achievethecore.org :: Fluency Resources for Grade-Level Routines

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“Fluency in each grade involves a mixture of just knowing some answers, knowing some answers from patterns (e.g., “adding 0 yields the same number”), and knowing some answers from the use of strategies. It is important to push sensitively and encouragingly toward fluency of the designated numbers at…

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Compiled by Leadership Support Services - Google Doc

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 Supports and Accommodations for Students with Disabilities

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Extensive Resources compiled by The Northern Kentucky Cooperative for Educational Services

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Tactile Play Activities:

Try the following ideas for tactile stimulation. If your child or student will not touch materials with their hands and fingers - don't push - try letting them touch with a spoon or fork or straw, try wearing dish gloves to get started. Keep soft cloths and water ready for clean up. Provide wash cloths for frequent hand wiping as needed. If touching bath foam or finger paint is too stressful put a small amount into a zip lock bag and hold and squeeze the bag. Begin play with dry textures if wet, messy materials are too stressful.

Try water play outside of demanding situations such as bathing and tooth-brushing. Use various textures of washcloths, sponges, water toys, squirters, water guns. Water plants with a spray bottle. Clean and wipe tables or floors with sponges and a wash-up bucket of water. Play with cool and warm temperatures. Help wash dishes in warm water and rinse in cool.

Fill large storage bins with dry beans or rice, encourage play in the bin for hands and feet. Hide small toys for searching, use cups and coffee cans for pouring, stir with large spoons, play with funnels and other kitchen toys. Pour beans or other textured material outside on the sidewalk and try to walk across.

Use lotion for firm touch massage. Teach self massage. Remember that firm, deep touch is calming and organizing.

Consult an OT or PT familiar with skin brushing and joint compressions. This is a technique recommended to help reduce tactile defensiveness with frequent, structured tactile and proproioceptive input.

Art activities: finger paint, modeling clay, glue and glitter, glue and sand. Make art with pasta and glue or string and glue.

Create feely boxes or bags with a variety of textured materials and various textured toys. Fill with fabric swatches to feel, discriminate, label or match. Fill with wooden puzzle shapes, beads, etc... to identify and describe.

For hand fidgets, keep a fanny pack available with a variety of textured items inside. For squeezing try stress balls, thera-band, thera-tube, and stretch toys. Use auditory squeeze toys for play.

Cooking activities - mixing and stirring cookie dough, pushing cookie dough into cooking cutters. Measuring and pouring ingredients. Make pudding and jello, sift flour with hands.

Carefully introduce various textures for exploration and play. Place materials on a cooking sheet or plastic placemat - shaving cream, bath foam, lotion, play dough, silly putty, toy slime (gak). Introduce toys for ideas such as a bath foam or shaving cream car wash. Drive toy car through shaving cream or draw shapes and write designs with fingers.

Play dough - use rolling pin, cut dough with safe/dull scissors, practice cutting with knife and fork, use cookie cutters and molds, hide items to search for (coins, marbles, pebbles, or small toys).

Sand play - Use cookie sheet or plastic covering over table or play outside. Use clean dry sand with spray bottle filled with water for adding moisture. Play with cookie cutters or add toys - plastic dinosaurs, and toy cars. Write in sand, build shapes, build a sand castle.

Fabric and texture play: use carpet squares for walking on - space out squares to find with toes. Use swatches of various types of fabric (corduroy, satin, velvet, fake fur). Play and walk on egg crate foam - also use foam to roll up inside.

Trace raised lines of tactile maps.

Any pushing through the hands will help. Such as on the tummy over a yoga ball holding body weight through arms and hands. This prone weight bearing is very helpful for tactile tolerance, general strength, postural control, and proprioceptive/vestibular input.

Theraputty is a resistive exercise material used by therapists - colors vary according to resistive strength. Hide toys, coins, & buttons inside for tactile searching. Keep in a sealed container and be careful not to get on clothes or carpet (it will stain and stick!)

Try vibration with massagers or vibrating mats or toys, squiggly pens, or electric toothbrushes.

Proprioceptive Play Activities:

Move as much as possible! Jump on a trampoline or a mini-tramp. Bounce on yoga balls. Outside play on all kinds of equipment if possible for supervised climbing across monkey bars and up and down a slide.

Prone weight bearing - such as four-point crawling or on the stomach over a therapy ball holding weight through arms and upper body. If strong enough, try wheel barrel walking. (Prone weight bearing is very important for postural strength, upper body and arm/hand strengthening, and reflex inhibition).

Scooter board activities: for small size scooter boards sit cross-legged and propel with hands. Ideally have long size scooter boards available for riding on the tummy to propel with arms. Add wrist weights for increased proprioceptive and pressure sensation. Try all directions, forward backward turning full circles left to right. Push off from a wall to propel backward. Crash into cardboard brick wall or stacked boxes. Ride scooter board down a ramp to crash into toy bowling pins or crash into a large pillow. Ride a scooter board short distances to search for and pick up toys or bean bags and return. Try prone on scooter board with a large rope to pull forward for hand over hand reach.

Add weights to items for more feedback. For example add weight to a cane or pre-cane to help keep it in the correct position and to provide greater pressure feedback. Small size wrist and ankle weights are available - these can be worn for extra proprioceptive feedback and can also be added to other items. Ask OT/PT if a weighted vest might be helpful. Weighted blankets are available or try heavy quilts. Neck and shoulder wraps are available in drug stores sometimes designed to go in the microwave for heat - these can be used without heating around the neck or held in the lap. Weighted sweatshirts can be made easily by sewing seams shut after filling with dry beans or rice or sand. Wear loosely over the shoulder and back or on the lap.

Hang from a trapeze bar or chin up bar - if this is too scary have a step stool to stand on and just feel the pull through the arms and hands without having to support full weight.

Teach simple isometric exercises such as wall push-ups and chair push-ups. Teach modified push-ups and sit-ups.

Practice pouring over the sink or outside from heavy containers - gallon and ½ gallon jugs. Practice pouring with pitchers filled with sand or other dry materials.

Use squeeze horns such as a bike horn. Have a variety of stress balls - there are many different types and interesting toys for squeezing. Wring water from sponges and cloths. Squeeze bottle glue and squeeze bottle puff paints for art. Use spray bottles to water plants or keep spray bottles at sinks or in tubs for play.

Zoomball game is a toy with a plastic ball strung on two ropes. The ropes have handles on both ends and the object is to pull arms apart quickly to send the ball to your partner. Arms are spread quickly and closed quickly for a successful pass.

Try using tools with supervision - hammer, screwdriver, pliers, or sanding wood. Use dull/safe scissors to cut heavy paper or cardstock.

Pull with a partner for tug-o-war games. Pull a friend in a wagon or push/pull a laundry cart.

Roll in foam pad or quilt for deep pressure games the hot dog the burrito or the enchilada. Use rhythmical touch with hands or roll over with a therapy ball. Try weighted balls such as a medicine ball (weighted PE ball).

Climb and lie under large pillows, bean bags, mattresses, or cushions. If other students are available have them try to crawl across and then take turns being underneath.

Throw balls against a wall. Throw to the left and right sides and backward overhead.

Vestibular Play Activities:

Sit and bounce on yoga balls. Try prone (on the tummy positions) and supine (lying on the back) - give support for trying to lie back and stretch the back and hang the head backward.

Stationary bike and treadmill exercise. Ride tandem bikes. Help a younger child ride tricycles and bikes with training wheels for left/right integration and reciprocal control.

Ride stand up scooters (with handle bars) and support. Roller skate with hand hold support or put a large belt around the body to hold on to.

Toy bouncy shoes or moon shoes these are large toy shoes that fit over regular shoes to bounce, jump, and walk with.

Try as many types of swings as possible. Standard playground swings, platform swings, bolster swings, pogo swings (a bouncy and rotational swing) and hammock swings.

Use rocker boards and spin boards. Both are low to the ground and the rocker board can be used in sitting or standing with support. Try four point position or tall kneel position with support. The spin board is only used in sitting!

Try a T-stool. Try to keep balance while throwing a ball against the wall.

Rolling games or races, rolling down or up hills outside. (Rolling is terrific for tactile, proprioceptive, & vestibular input and reflex inhibition).

Practice balancing on one foot. Hop with feet together hop on one foot. Jump one foot to the other. Practice marching, running, or stomping in place.

Try very low balance beams or tandem walking in a straight line (heel toe, heel toe). Use hand hold support, hold onto a hoola hoop, or dowel - add bean bag to balance on the head for greater challenge. Place a ladder on the floor to try and step across separate rungs.

Use an Inner tube to step or hop inside and to walk around the edges for balance.

Balance in tall kneel position or half kneel. Toss a ball against the wall while holding balance or keep bean bag on the head.

For smaller feet, place feet in shoe boxes to slide along the floor. Try walking with swim fins.

Directional movement practice- use a heavy wooden chair for sit/stand commands, in front/behind move to the left/right sides, circle the chair, three steps forward/backward from chair. Add music, slow and fast movements, combine with Simon Says and Red Light Green Light games. Practice directional controls for facing the front of the room, the back, & either wall. Practice facing north, south, east, and west. Try quick change games for moving from sitting to standing to four point to stand on one foot, etc&Practice turning toward sound.

Parachute games for up/down arm movements and shaking. If a group is available try having kids crawl under to the other side. Add a light weight ball and bounce the parachute to toss the ball over the side.

Heavy Work Activities:

Heavy work activities are thought to provide the longest sensory effect with combined benefits of proprioceptive and vestibular stimulation (heavy work routines potentially have a calming effect on the nervous system for 4-6 hours).

Heavy work tasks are any activities that require whole body movement and resistance such as carrying heavy objects or carrying large size boxes, pushing through heavy doors, pushing a grocery or work cart, pushing a laundry basket, pulling a friend in a wagon, helping to move furniture, vacuuming - Any activity that requires resistance with movement.

Lisa Ricketts, OTR
Texas School for the Blind and Visually Impaired
512-206-9190

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Texas School for the Blind and Visually Impaired

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Try the following ideas for tactile stimulation. If your child or student will not touch materials with their hands and fingers - don't push - try letting them touch with a spoon or fork or straw, try wearing dish gloves to get started. Keep soft cloths and water ready for clean up.

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Motor Activities

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Tactile Play Activities:

Try the following ideas for tactile stimulation. If your child or student will not touch materials with their hands and fingers - don't push - try letting them touch with a spoon or fork or straw, try wearing dish gloves to get started. Keep soft cloths and water ready for clean up. Provide wash cloths for frequent hand wiping as needed. If touching bath foam or finger paint is too stressful put a small amount into a zip lock bag and hold and squeeze the bag. Begin play with dry textures if wet, messy materials are too stressful.

Try water play outside of demanding situations such as bathing and tooth-brushing. Use various textures of washcloths, sponges, water toys, squirters, water guns. Water plants with a spray bottle. Clean and wipe tables or floors with sponges and a wash-up bucket of water. Play with cool and warm temperatures. Help wash dishes in warm water and rinse in cool.

Fill large storage bins with dry beans or rice, encourage play in the bin for hands and feet. Hide small toys for searching, use cups and coffee cans for pouring, stir with large spoons, play with funnels and other kitchen toys. Pour beans or other textured material outside on the sidewalk and try to walk across.

Use lotion for firm touch massage. Teach self massage. Remember that firm, deep touch is calming and organizing.

Consult an OT or PT familiar with skin brushing and joint compressions. This is a technique recommended to help reduce tactile defensiveness with frequent, structured tactile and proproioceptive input.

Art activities: finger paint, modeling clay, glue and glitter, glue and sand. Make art with pasta and glue or string and glue.

Create feely boxes or bags with a variety of textured materials and various textured toys. Fill with fabric swatches to feel, discriminate, label or match. Fill with wooden puzzle shapes, beads, etc... to identify and describe.

For hand fidgets, keep a fanny pack available with a variety of textured items inside. For squeezing try stress balls, thera-band, thera-tube, and stretch toys. Use auditory squeeze toys for play.

Cooking activities - mixing and stirring cookie dough, pushing cookie dough into cooking cutters. Measuring and pouring ingredients. Make pudding and jello, sift flour with hands.

Carefully introduce various textures for exploration and play. Place materials on a cooking sheet or plastic placemat - shaving cream, bath foam, lotion, play dough, silly putty, toy slime (gak). Introduce toys for ideas such as a bath foam or shaving cream car wash. Drive toy car through shaving cream or draw shapes and write designs with fingers.

Play dough - use rolling pin, cut dough with safe/dull scissors, practice cutting with knife and fork, use cookie cutters and molds, hide items to search for (coins, marbles, pebbles, or small toys).

Sand play - Use cookie sheet or plastic covering over table or play outside. Use clean dry sand with spray bottle filled with water for adding moisture. Play with cookie cutters or add toys - plastic dinosaurs, and toy cars. Write in sand, build shapes, build a sand castle.

Fabric and texture play: use carpet squares for walking on - space out squares to find with toes. Use swatches of various types of fabric (corduroy, satin, velvet, fake fur). Play and walk on egg crate foam - also use foam to roll up inside.

Trace raised lines of tactile maps.

Any pushing through the hands will help. Such as on the tummy over a yoga ball holding body weight through arms and hands. This prone weight bearing is very helpful for tactile tolerance, general strength, postural control, and proprioceptive/vestibular input.

Theraputty is a resistive exercise material used by therapists - colors vary according to resistive strength. Hide toys, coins, & buttons inside for tactile searching. Keep in a sealed container and be careful not to get on clothes or carpet (it will stain and stick!)

Try vibration with massagers or vibrating mats or toys, squiggly pens, or electric toothbrushes.

Proprioceptive Play Activities:

Move as much as possible! Jump on a trampoline or a mini-tramp. Bounce on yoga balls. Outside play on all kinds of equipment if possible for supervised climbing across monkey bars and up and down a slide.

Prone weight bearing - such as four-point crawling or on the stomach over a therapy ball holding weight through arms and upper body. If strong enough, try wheel barrel walking. (Prone weight bearing is very important for postural strength, upper body and arm/hand strengthening, and reflex inhibition).

Scooter board activities: for small size scooter boards sit cross-legged and propel with hands. Ideally have long size scooter boards available for riding on the tummy to propel with arms. Add wrist weights for increased proprioceptive and pressure sensation. Try all directions, forward backward turning full circles left to right. Push off from a wall to propel backward. Crash into cardboard brick wall or stacked boxes. Ride scooter board down a ramp to crash into toy bowling pins or crash into a large pillow. Ride a scooter board short distances to search for and pick up toys or bean bags and return. Try prone on scooter board with a large rope to pull forward for hand over hand reach.

Add weights to items for more feedback. For example add weight to a cane or pre-cane to help keep it in the correct position and to provide greater pressure feedback. Small size wrist and ankle weights are available - these can be worn for extra proprioceptive feedback and can also be added to other items. Ask OT/PT if a weighted vest might be helpful. Weighted blankets are available or try heavy quilts. Neck and shoulder wraps are available in drug stores sometimes designed to go in the microwave for heat - these can be used without heating around the neck or held in the lap. Weighted sweatshirts can be made easily by sewing seams shut after filling with dry beans or rice or sand. Wear loosely over the shoulder and back or on the lap.

Hang from a trapeze bar or chin up bar - if this is too scary have a step stool to stand on and just feel the pull through the arms and hands without having to support full weight.

Teach simple isometric exercises such as wall push-ups and chair push-ups. Teach modified push-ups and sit-ups.

Practice pouring over the sink or outside from heavy containers - gallon and ½ gallon jugs. Practice pouring with pitchers filled with sand or other dry materials.

Use squeeze horns such as a bike horn. Have a variety of stress balls - there are many different types and interesting toys for squeezing. Wring water from sponges and cloths. Squeeze bottle glue and squeeze bottle puff paints for art. Use spray bottles to water plants or keep spray bottles at sinks or in tubs for play.

Zoomball game is a toy with a plastic ball strung on two ropes. The ropes have handles on both ends and the object is to pull arms apart quickly to send the ball to your partner. Arms are spread quickly and closed quickly for a successful pass.

Try using tools with supervision - hammer, screwdriver, pliers, or sanding wood. Use dull/safe scissors to cut heavy paper or cardstock.

Pull with a partner for tug-o-war games. Pull a friend in a wagon or push/pull a laundry cart.

Roll in foam pad or quilt for deep pressure games the hot dog the burrito or the enchilada. Use rhythmical touch with hands or roll over with a therapy ball. Try weighted balls such as a medicine ball (weighted PE ball).

Climb and lie under large pillows, bean bags, mattresses, or cushions. If other students are available have them try to crawl across and then take turns being underneath.

Throw balls against a wall. Throw to the left and right sides and backward overhead.

Vestibular Play Activities:

Sit and bounce on yoga balls. Try prone (on the tummy positions) and supine (lying on the back) - give support for trying to lie back and stretch the back and hang the head backward.

Stationary bike and treadmill exercise. Ride tandem bikes. Help a younger child ride tricycles and bikes with training wheels for left/right integration and reciprocal control.

Ride stand up scooters (with handle bars) and support. Roller skate with hand hold support or put a large belt around the body to hold on to.

Toy bouncy shoes or moon shoes these are large toy shoes that fit over regular shoes to bounce, jump, and walk with.

Try as many types of swings as possible. Standard playground swings, platform swings, bolster swings, pogo swings (a bouncy and rotational swing) and hammock swings.

Use rocker boards and spin boards. Both are low to the ground and the rocker board can be used in sitting or standing with support. Try four point position or tall kneel position with support. The spin board is only used in sitting!

Try a T-stool. Try to keep balance while throwing a ball against the wall.

Rolling games or races, rolling down or up hills outside. (Rolling is terrific for tactile, proprioceptive, & vestibular input and reflex inhibition).

Practice balancing on one foot. Hop with feet together hop on one foot. Jump one foot to the other. Practice marching, running, or stomping in place.

Try very low balance beams or tandem walking in a straight line (heel toe, heel toe). Use hand hold support, hold onto a hoola hoop, or dowel - add bean bag to balance on the head for greater challenge. Place a ladder on the floor to try and step across separate rungs.

Use an Inner tube to step or hop inside and to walk around the edges for balance.

Balance in tall kneel position or half kneel. Toss a ball against the wall while holding balance or keep bean bag on the head.

For smaller feet, place feet in shoe boxes to slide along the floor. Try walking with swim fins.

Directional movement practice- use a heavy wooden chair for sit/stand commands, in front/behind move to the left/right sides, circle the chair, three steps forward/backward from chair. Add music, slow and fast movements, combine with Simon Says and Red Light Green Light games. Practice directional controls for facing the front of the room, the back, & either wall. Practice facing north, south, east, and west. Try quick change games for moving from sitting to standing to four point to stand on one foot, etc&Practice turning toward sound.

Parachute games for up/down arm movements and shaking. If a group is available try having kids crawl under to the other side. Add a light weight ball and bounce the parachute to toss the ball over the side.

Heavy Work Activities:

Heavy work activities are thought to provide the longest sensory effect with combined benefits of proprioceptive and vestibular stimulation (heavy work routines potentially have a calming effect on the nervous system for 4-6 hours).

Heavy work tasks are any activities that require whole body movement and resistance such as carrying heavy objects or carrying large size boxes, pushing through heavy doors, pushing a grocery or work cart, pushing a laundry basket, pulling a friend in a wagon, helping to move furniture, vacuuming - Any activity that requires resistance with movement.

Lisa Ricketts, OTR
Texas School for the Blind and Visually Impaired
512-206-9190

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Texas School for the Blind and Visually Impaired

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Try the following ideas for tactile stimulation. If your child or student will not touch materials with their hands and fingers - don't push - try letting them touch with a spoon or fork or straw, try wearing dish gloves to get started. Keep soft cloths and water ready for clean up.

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Teaching people everywhere to choose love. The Choose Love Movement is teaching children and adults around the world how to change an angry thought to a loving one, and live a life filled with "Courage + Gratitude + Forgiveness + Compassion-in-Action." 1 MILLION PEOPLE 1 Countries 1 Schools 1 MILLION PEOPLE 1 Countries 1 Schools ...

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Greater Good In Education Science Based Practices

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Greater Good In Education Science Based Practices

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Welcome to Greater Good in Education! Explore our growing collection of 350+ practices related to social-emotional learning, character education, and mindfulness, drawn from the latest research.

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Find activities, practices, and tools to help you create happier, kinder, more equitable learning communities, drawn from research.

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Greater Good In Education Science Based Practices

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Greater Good In Education Science Based Practices

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UC Berkley

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Welcome to Greater Good in Education! Explore our growing collection of 350+ practices related to social-emotional learning, character education, and mindfulness, drawn from the latest research.

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Find activities, practices, and tools to help you create happier, kinder, more equitable learning communities, drawn from research.

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To research how online learning can be made more accessible, engaging, and effective for K-12 learners with disabilities by investigating approaches that address learner variability within the range of conditions under which online learning occurs.

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Center on Online Learning and Students with Disabilities - Just another WordPress site

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To research how online learning can be made more accessible, engaging, and effective for K-12 learners with disabilities by investigating approaches that address learner variability within the range of conditions under which online learning occurs.

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In-Home Circle Time Schedule with Purposeful Movement for Therapists, Parents and Teachers

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In-Home Circle Time Schedule with Purposeful Movement for Therapists, Parents and Teachers

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This article provides a structured circle time schedule for better learning readiness. Integrated Learning Strategies (ILS) is a learning and academic center. As a reminder, ILS is not a health care provider and none of our materials or services provide a diagnosis or treatment of a specific condition or learning challenge you may see in your child or student. If you seek a diagnosis or treatment for your child or student, please contact a trained professional who can provide an evaluation of the child. Affiliate links are included for your convenience.
Many parents, teachers, therapists, educators and professionals are having a difficult time planning structured circle times that not only keep kids busy, but provide purposeful activities to "awaken" the brain for learning.

Circle time activities that provide children with movement, brain breaks, music, instruments, and social and emotional concepts will build a stronger foundation for learning development. A structured circle time schedule gives children and students opportunities to engage their minds and bodies in all aspects of learning readiness.

In each circle time schedule, we want to target the following learning areas:
*Left and Right Hemispheres of the Brain *Bilateral Coordination *Hand-eye Coordination *Fine Motor *Gross Motor *Core Muscle *Auditory Processing *Visual-Motor
Can we really fit all of these learning concepts into one daily circle time schedule? The answer is yes! It may seem like a lot, but we can add small jingles, songs, rhymes, poems and other exercises that will hit all of these areas of learning in just 30-45 minutes.

The key is to stay consistent and make it continue with these types of activities daily to continue seeing improvements, learning strides and better attention and focus.

Circle Time Schedule

If you need the 45-minute breakdown schedule, print your copy at the bottom of this article.

Circle Time Program

As we searched for virtual story times, circle times and other online resources to keep kids busy for both our own kids and students, we realized there weren't many out there with a holistic approach. Some had stories, while others had movement and others had crafts.

To help more students and children throughout the world, we compiled an entire list of FREE tools and resources that can help parents, therapists and teachers provide a circle time that hits each area of learning development. Not only does this create structure and organization, it provides purposeful movement activities, fine motor crafts, music and other resources that will keep kids busy for an additional 30 to 45 minutes throughout the day. And, it's all in one place, in one schedule.

Here are some of our favorite examples, ideas and recommendations below. Many of these free tools lead to additional resources.

For our breakdown, click .

To get a copy of the Circle Time Schedule, print it below:

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In-Home Circle Time Schedule with Purposeful Movement for Therapists, Parents and Teachers

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In-Home Circle Time Schedule with Purposeful Movement for Therapists, Parents and Teachers This article provides a structured circle time schedule for better learning readiness. Integrated Learning Strategies (ILS) is a learning and academic center. As a reminder, ILS is not a health care provider and none of our materials or services provide a diagnosis or treatment of a specific condition or learning challenge you may...

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