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I included this as it really encourages you as the teacher to LOOK, LISTEN AND OBSERVE children 💗

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You should have been keeping a very accurate record of attendance for each child.

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You should have been keeping a very accurate record of attendance for each child.

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Please calculate the number of days attending specific to that child and enter it into the report

For EXAMPLE

A two day child was meant to do 24 days and actually only attended 16 of those days

You would write it like this:

16 out of 24 days attended

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Have a look and then move onto the next few columns which gives you the support documentation to complete these sections

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Prepare name labels for your children in their class 

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Prepare name labels for your children in their class 

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1. Photo of child next to name
2. Picture next to name
3. Name only

Depending on age use the appropriate name label.

Have them on a table to find in the morning and post (like an attendance register)

Name on cubby’s

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Name Activities for Preschool - Early Learning Ideas

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Name Activities for Preschool - Early Learning Ideas

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Here are the best name activity ideas from Early Learning Ideas. These hands-on name activities will help your kids learn to recognize, spell, and write their names.

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Write quick observations after reading on what you notice

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Have a special reading basket full of books for children to choose from at your story time 

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Have a special reading basket full of books for children to choose from at your story time 

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Make notes on your observations

Young children love to destroy books: having a special reading basket where you model reading a book quietly or cuddle up next to a child/ten during this time while they read teaches them to love these SPECIAL books

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Create a story corner in your classroom for children to tell their own stories using a basket of resources

Video your observation

You can pause and take still shots for your write up in your Learning Journeys

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Choose 3 Nursery rhymes for first half of the the term and 3 Nursery rhymes for the next half of the term

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Choose 3 Nursery rhymes for first half of the the term and 3 Nursery rhymes for the next half of the term

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Repeat repeat repeat!!!

Create resources that the children can access independently to tell these rhymes on their own.

Remember to model using these resources while you tell these rhymes to your children

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We have a EXCELLENT resource book that gives you ACTIVITIES for these I can statements 

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We have a EXCELLENT resource book that gives you ACTIVITIES for these I can statements 

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This book is in Kirsty’s office (to be signed out) or can be accessed through this link.

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For Greens O & 00 we have two resource activity books and ALL the resources have already been made 

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For Greens O & 00 we have two resource activity books and ALL the resources have already been made 

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All these resources are in Kirst’s office for signing out

The activities link to the assessments in these  Phonological books & the Phonological I Can Statements are directly from these books!

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Video children during activities or during singing 

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Video children during activities or during singing 

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Write in your observation notes

These conversations can go into your learning journey too with linked I can statements

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Some children will need attention aids: 

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Some children will need attention aids: 

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We have fidget toys
Weighted lap mat
Cushions
These are in Granny Dots office and need signing out

Also some children need to “regulate” before they can attend to any activity:

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Paying Attention: 30 Sensory Strategies - The Inspired Treehouse

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These days, it's not uncommon to hear about kids who have difficulty with paying attention. They can't sit still, they can't keep their eyes on what they're doing, or they miss important instructions and details.

Sensory Processing and Attention

Our sensory systems help keep our bodies and minds at an optimal state of alertness and arousal for any given situation. Calm enough to listen, attend, work, and engage but not so calm that we're falling asleep. Alert enough that we can take in the information in our surroundings and be ready to respond, but not so alert that we're hyperactive and bouncing off the walls.

Some children who experience difficulty with paying attention may need less sensory input because they become distracted or overwhelmed by certain sensory experiences. However, many children are better able to attend to and participate when tasks appeal to the senses. They need more sensory input to regulate themselves and stay focused.

For these kids, adding a sensory component or enhancing the existing sensory features of an activity can be helpful to promote attention and engagement. The following sensory strategies can help children who require more sensory input to remain focused and attentive.

Sensory Strategies to Help With Paying Attention

Auditory Strategies for Attention

Some children need more auditory input to attend. These children may miss important details or instructions that are presented verbally. They may not respond when the teacher calls on them, or they may find ways to generate their own noise to stay focused (humming, singing, tapping, and making strange noises). For these children, try:

1 || Making up songs or rhymes to bring attention to a task (e.g. instead of telling a child to get dressed and then brush his teeth, make up a song to grab his attention and help him remember what he's supposed to do; make up songs and rhymes to help the child learn and remember academic concepts)

2 || Having the child repeat instructions or important information back to you

3 || Including breaks throughout the day with active movement songs and music

4 || Sensory breaks using musical toys

5 || Exposure to games and apps that teach concepts using music and sound

6 || Use your body to build sound into learning (e.g. clapping out syllables of words, stomping feet to count out the days on the calendar, snapping fingers while counting by 10s)

Visual Strategies for Attention

Some children need more visual input to help them attend. They may miss instructions that are written on the page or barely notice the visual details in their surroundings. They may lose interest and focus on visual activities like reading. For these children, try:

7 || Using learning materials that are bold, bright, and colorful

8 || Working or playing on a brightly colored surface

9 || Highlighting or using color to draw attention to important details on worksheets and in books

10 || Work and play on the computer or tablet using programs and apps that incorporate movement and color

11 || Visual cues like sticker charts, picture schedules, and checklists

12 || Visual learning activities like: word searches, hidden picture pages, color by number pages, word scrambles

13 || Learning activities that incorporate visual discrimination (sorting, finding which one is different)

14 || Learning activities on a light table

15 || Sensory breaks with visual activities like sensory bottles or seek and find bottles filled with dry rice and small objects to find

Tactile Strategies for Attention

Many children are best able to pay attention when their tactile systems are engaged. These kids are hands-on learners who love to touch and be touched. For these kids try:

16 || Learning and play with manipulatives and hands-on materials rather than pencil and paper (e.g. building with Legos for math, stringing beads to learn about patterns, adapting worksheets to make them into a cut-and-paste format rather than written)

17 || Combining learning materials with tactile bins (e.g. digging for math flash cards or letter magnets in a bin filled with sand or dry rice)

18 || Incorporating vibration with tools like ARK'sTran-Quill Writing Kit.This is a textured, vibrating writing utensil that draws kids' attention to writing, drawing, and coloring by providing tactile feedback. It comes with pen, pencil, and crayon attachments as well as Bite-n-Chew tips for kids who also need some extra oral sensory input during learning activities.

19 || Adapting learning materials to incorporate texture. Try tracing over text using puffy paint or a hot glue gun. Cut letters and numbers out of textured paper or sandpaper for little hands to touch.

20 || Tactile sensory breaks that provide deep pressure (bear hugs, smushes with pillows or beanbag chairs) and play with tactile materials like play dough and shaving cream

21 || Fidget toys for kids to hold and play with in their hands when they have to listen or pay attention for extended periods of time

Movement Strategies for Attention

Many, if not most, children need to MOVE to attend and to learn! It's one of the main messages we preach here at The Inspired Treehouse. Children were simply not built to sit for extended periods of time, so the best way to engage little minds is by moving little bodies! For children who benefit from extra movement throughout the day, try:

22 || Offering frequent changes in positions. One method is to move children through work stations in the classroom to complete a task at teach station. Allow children to complete classwork or homework while sitting or lying on the floor with a clipboard, sitting on a beanbag chair, or even lying under the table with their work taped to the underside of the table!

23 || Offering different seating options that provide movement such as inflatable seat cushions, rocking chairs, ball chairs, etc.

24 || Building movement into learning whenever possible. Set math fact flashcards out on the floor and make it a relay race to run, skip, jump, or gallop to pick one up and give an answer! Use body movements to help kids remember letter sounds. Tape sight word cards at various heights on the wall and have the child jump to touch them as you read them one by one.

25 || Including movement breaks regularly throughout the day and during transitions. Try movement breaks with vestibular activities like swinging, rolling, balancing,and rocking or proprioceptive activities that require movement against resistance (heavy work).

Oral Sensory and Olfactory Strategies for Attention

Some kids are able to attend better when they receive sensory input that appeals to the oral sensory and olfactory systems. Certain smells, tastes, and textures have been associated with more attentive behavior in children. For kids who benefit from oral and olfactory input, try:

26 || Chewing tools like ARK's Y-Chews, and Tri-Chews. Or try Grabbers, which also come in scented versions to target the oral sensory and olfactory systems at the same time!

27 || Adding chewing accessories to pencils, like ARK's colorful and durable Krypto-Bite Chewable Pencil Toppers.

28 || Wearable chewing tools to make it easy for kids to get the oral sensory input they need whenever they need it. Try ARK's Krypto-Bite Chewable Gem Necklace or the cool Brick Stick Textured Chew Necklace.

29 || Snacks! Chewy snacks and treats like bagels, gum, and fruit leathers are typically associated with calmer, more attentive behavior in children. Sucking against resistance can also help children focus and organize themselves. Try sucking a thicker liquid like a smoothie through a straw or drink out of a sports bottle. Crunchy, cold, and sour snacks and drinks like orange wedges, grapefruit, or lemonade can help to promote more alert, active behavior for kids who appear sluggish or tired.

30 || Incorporating smells using oils, scented doughs, scented sensory bins, and other activities to explore the olfactory system. Stronger smells (e.g. peppermint) often correspond with more alert and active behavior while softer smells (e.g. lavender) are usually associated with calmer, more relaxed behavior.

What are your favorite tips for keeping kids focused and on-task in the classroom and at home? Share with us in the comments below!

Whether you're a parent, a teacher, a therapist, or a caregiver - our book, Sensory Processing 101 is your starting point to gain a better understanding of the sensory systems and of how sensory processing works.

The following two tabs change content below.

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Paying Attention: 30 Sensory Strategies - The Inspired Treehouse

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These days, it's not uncommon to hear about kids who have difficulty with paying attention. They can't sit still, they can't keep their eyes on what they're doing, or they miss important instructions and details. Our sensory systems help keep our bodies and minds at an optimal state of alertness and arousal for any given situation.

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Maths in the I can - links to White Rose Maths 

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Maths in the I can - links to White Rose Maths 

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***Simplify activities for younger age groups

You need to familiarize yourself with White Rose Maths

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Photograph Childrens grips during different activities and add I can statements, these can then be added to their Learning Journeys 

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Photograph Childrens grips during different activities and add I can statements, these can then be added to their Learning Journeys 

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Kids Song - Clackety Clack (The Crab Song) | Animal Songs

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Kids Song - Clackety Clack (The Crab Song) | Animal Songs

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Or sing “tune: wheels in the bus” using the three finger pincer grip motion 

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Or sing “tune: wheels in the bus” using the three finger pincer grip motion 

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The duck in the pond goes quack quack quack
The crocodile in the river goes snap snap snap
The bird in the tree goes tweet tweet tweet
Etc
All day long

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Any new skills goes through the following pattern:

1. Introduction
2. Progress through Practice
3. Mastery

Successful cutting with scissors involves,

1.  Good rhythmic pincer motion (even BEFORE using scissors!!) - do songs such as the crab song often!!
2. Good Bilateral Coordination - both sides of the body working together in a coordinated way- think - one hand manipulating scissors, the other is manipulating the material being cut

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Ensure you have the OPTION OF LEFT AND RIGHT HANDED SCISSORS

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Ensure you have the OPTION OF LEFT AND RIGHT HANDED SCISSORS

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Each classroom must have 2 pairs of left handed scissors.

These must be labeled and checked on inventory close up that they remain in the classroom.

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1. Start by developing the rhythmic thumb & first two fingers motion
2. Intro how to pick up and put down scissors with a correct grip
3. Practice opening and closing scissors in the air

All BEFORE having children CUT something!!

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How to sequence Cutting Skills in order of difficulty 

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How to sequence Cutting Skills in order of difficulty 

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1. Tearing
Tear paper using both hands and 3-Finger Pincer grip.
*Have children hold something in the last two fingers if they are struggling not to use all their fingers to tear

2. Snip
Snip straws to thread
Snip grass
Snip leaves and thin twigs
Snip Playdough snakes
Snip paper for mosaic collaging (remember to start with heavier weight pallet like greeting cards that stays firm and does not tear & can be cut in one snip across)
Increase the width of the paper strips to require two snips
Continue to increase the strip width until the child cuts forwards across the paper

Only after learning to manipulate the scissors in a forwards direction and consistently cutting across the paper, is the child ready to begin coordinating lateral movements of the scissors to stay on or between lines.

3. Cutting along lines
Use a wide marker to draw a thick line (0.5cm) on heavy weight paper.
The child practices cutting forwards along this line.
Gradually increase the length of the line so they have to cut further.

Once they can cut along a thick line: draw thinner lines on the heavier weight paper
Then on mastery of the above, draw a thinner line on lighter weight paper

The introduce SLIGHTLY curved lines to wavy lines
To a semi circle

4. Cutting out simple shapes
Shapes such as square, rectangle, diamond, triangle
At this stage they can practice rotating the paper with the assisting hand

5. Cutting out Complex Shapes
Eg ice cream cone, butterfly etc

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Gross Motor for Flamelily and Greens is done in the mornings by the support team. Results will be given to you for you to fill in on your I can for each child in your class 

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Gross Motor for Flamelily and Greens is done in the mornings by the support team. Results will be given to you for you to fill in on your I can for each child in your class 

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I suggest printing this out and laminating it placing it by your Playdough station so you can assess easily 

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I suggest printing this out and laminating it placing it by your Playdough station so you can assess easily 

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I suggest printing this out and posting it by your block play area for easy observation 

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I suggest printing this out and posting it by your block play area for easy observation 

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I included this as it really encourages you as the teacher to LOOK, LISTEN AND OBSERVE children 💗

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To help identity schema needs use Follow the verb observation 

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To help identity schema needs use Follow the verb observation 

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I included this as it really encourages you as the teacher to LOOK, LISTEN AND OBSERVE children 💗

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Using blocks I am reaching my visual perception goals

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Using blocks I am reaching my visual perception goals

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I would be tempted to use real objects for these 

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I would be tempted to use real objects for these 

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Some ideas: Wonderbox Body meets identity 

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Some ideas: Wonderbox Body meets identity 

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Some Ideas: Wonderbox: Face meets identity 

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Some Ideas: Wonderbox: Face meets identity 

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How children eventually master something new:

1. Observe/learn phase: this will first look like they are just watching. They may be a few attempts to join in- lots of mistakes
2. Practice phase: Next you may see some ACTION and maybe some singing/talking - still some errors
3. Mastery phase: Finally after many many repetitions you will see action WITH singing/talking - very few errors

The key: repeat repeat repeat until they FINALLY grasp it

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Set up Story Baskets / Story tables / Puppets / Laminated Images

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Set up Story Baskets / Story tables / Puppets / Laminated Images

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LISTEN to the children! Do they say the rhyme or repeat parts of a story they heard?

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If a child has been seen by an OT, speech therapist or had a screening or you recommend intervention of some kind

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If a child has been seen by an OT, speech therapist or had a screening or you recommend intervention of some kind

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It is really important that you mention these in the "Special Considerations..."comments sections!

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It is really important that you mention these in the "Special Considerations..."comments sections!

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Flamelily must use REAL items for this - like Grannys memory tray gamr

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Flamelily must use REAL items for this - like Grannys memory tray gamr

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Click here to go to the Montessori Padlet

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Click here to go to the Montessori Padlet

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Choose ONE OPTION:

I can turn more than one page at a time

OR

I can turn the pages one at a time

It indicates fine motor / dexterity in the hands and fingers

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Animal Sounds for Children (20 Amazing Animals)

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Animal Sounds for Children (20 Amazing Animals)