Tag Archives: Cinderella

Cinderella Monkey’s Birthday book


We came up with our own original book this year due to a confusion about the themes that we had gone over.  We are celebrating Cinderella Monkey’s Birthday this week!  We have several of our students in this book dressed up as all different kinds of animals–from alligators to bats to ladybugs.  They are all coming to help their friend, Cinderella Monkey, celebrate her Birthday.  Check it out to see what everyone brought their friend!





Here is a link to the book: It_s Cinderella Monkey’s Birthday!

Cinderella Monkey’s Birthday


What do you get when suggested themes of monkeys, Cinderella, and birthdays are accidentally combined—–Cinderella Monkey’s Birthday—–of course 🙂 Once we finished laughing we figured birthday parties and animals make a perfect combination.

It was lots of fun to put together both the book and all our activities. The sensory groups explored party themed boxes, the fine motor groups made party related art projects, and the language group had a birthday party treat!






We filled this box with everything party including ribbons, bows, and a mylar balloon. There was some fun play food like cookies and soda. We even put in a replica of the party girl herself—-Cinderella Monkey 🙂

The science access point recognize a model of a real object can be addressed here.






Since birthdays are all about how old you are, we put some numbers in our colorful rainbow rice. There was also a picture of a birthday cake to find underneath the box.

Associate quantities with number names is a math access point.






This next party box was filled with lights and music. There were a variety of light toys and the Happy Birthday song recorded on a voice output device.

Recognize and respond to one type of sensory stimuli is a science access point.






In our story, Lily Ladybug wants to give the birthday girl a hug. When the students gave our ladybug pillow a hug, it vibrated—–so much fun! This was definitely the favorite item this week 🙂

Apply a push to move an object is a science access point.






Colorful glitter helped make “funfetti” cloud dough. There were scoops and spoons for the students to use to make birthday cakes. Colorful dowels made for perfect candles.

Recognize that pushing and pulling an object makes it move is a science access point.








We continued with the “funfetti” theme by adding confetti to our oobleck this week. Bright and shiny—-this stuff was irresistible!

The science access point track objects in motion can be addressed here.






There were a bunch of party animals in the water play this week 🙂 These fun bath toys were fun for the students to scoop out with our 2 different sized scoops.

Recognize differences in sizes of containers that hold liquids is a math access point.






Lemonade is the perfect party drink so we chose Bath and BodyWorks pink lemonade for our water and lotion this week. It was a nice sweet scent that the students really liked.

Recognize one or more external body parts is a science access point.







On Tuesday our students wrapped presents—-sort of 🙂

First the students used communication symbols to identify a square. Our squares were cut from colorful wallpaper scraps.

Recognize objects with two-dimensional shapes is a math access point.







Then the students cut 1 piece of paper into 2 pieces to make the ribbons for our present.

Associate quantities with number names is a math access point.








The students glued their paper ribbons onto their presents—-one going “up and down” and the other going “across”.

Recognize when an object is added to a situation is a math access point.








A big bow for a finishing touch and….











……….Ta Da, Happy Birthday Cinderella Monkey!












On Wednesday the students made a birthday cake using this: cake template

First we identified the number 3 since that was how many candles we were going to put on the cake.

Associate quantities with number names is a math access point.









What is a cake without frosting! The students decorated their cakes with homemade puffy paint (shaving cream and glue mixture).

Recognize that pushing and pulling an object makes it move is a science access point.





A little glitter never hurts 🙂

Recognize a change in an object is a science access point.









Time to add the candles! We used these cool striped chenille stems that look a lot like real candles—-so cool!

The math access point solve simple problems involving joining together sets of objects to 3 can be addressed here.







Ta Da!

                                                           Time to eat cake!






We were back to cooking this week in the language group 🙂

This week we made Birthday Cake Milkshakes using this recipe: Let_s Make a Birthday Cake Milkshake

We started out by taking out the ice cream and letting everyone feel it.  We talked about how it felt COLD.  Some of our students didn’t really seem fazed by how cold it felt while others really didn’t like it.

Recognize objects or materials as warm or cold is a science access point.





Once we put the icecream in the blender, we POURed in the milk.  Our students then helped us count out FOUR tablespoons of cake batter mix which we added.

The math access point recognize the quantity of a set of objects to 3 and add 1 more can be addressed here.






Our students took turns turning the blender ON using a wireless switch.  Once it was nice and smooth, we added some colorful sprinkles.  Again, our students helped us count out 4 tablespoons.







Once that was all mixed up, we counted out how many cups we needed and then poured the milkshake into each one.  When it was time to put the whipped cream on, only a little bit was put in each cup and our students had to convey if they wanted MORE or if they were ALL DONE.

Indicate desire for more of an action or object or indicate desire for no more of an action or object are math access points.






YUM!  It turned out great!

Birthdays are so much fun aren’t they 🙂 Join us again for for fun and learning—–Group by Group!

The Brothers Grimm book


img_5315We are so in love with our book for this week!  It’s all about stories that the Grimm brothers compiled in the 1800s.  The front cover features 2 of our students as the Grimm brothers themselves.  We have students dressed up as different characters from several stories such as Little Red Riding Hood, Rapunzel, and Cinderella.  The background for this book was made by our art teacher, Judy, and some of her students.  SO CUTE!




img_5120Here is a link to the book:  grimm-brothers-fairy-tales

The Brothers Grimm


img_4697img_5258We had a lot of fun with this week’s theme. Our book is just fantastic and we have to thank Ms. Lois, Ms. Jen, and Ms. Kim who were a huge help with costumes for our students. Be sure to check it out!

Our sensory group explored boxes filled with color and texture. The fine motor groups made fairy tale themed art projects and the language group made a snack the Grimm brothers would love!






img_4719img_5106We filled this box with play figures and props representing different characters from Grimm Brothers stories. There were lots of things to explore and find but the magic wand with flashing lights was a real favorite!

img_5116The social studies access point recognize a person in a story, can be addressed with this activity.





img_5110img_5369Pink “princess” sand and letter P’s were sifted with a little sieve. The sand is such a pretty color and very enticing to the students. They really enjoyed watching it cascade down!

img_5048Track a falling object is a science access point.





img_5242img_4722Yellow rice, red and black beans, represented the colors of the German flag—-the Grimm brothers came from that country! In addition to letter “G”‘s to find, there was a picture of the actual brothers to find at the bottom of the box.

img_4757The science access point track the movement of objects that are pushed or pulled, is addressed with this activity.





img_4674img_5266The students had lots of fun with our Big Bad Wolf box. The wolf mask (from Target) wasn’t TOO scary and the students had fun trying it on. We also included some grandma glasses, a little plush wolf, and some fun fake wolf fur to complete the look.

img_4714The science access point recognize one or more external body parts can be addressed with this activity.

img_4766img_5104Ok, so we had a few more photos that were too cute to leave out!

img_5344                                                                              How could we resist 🙂





img_5255img_4728In the story, Jack sold his cow for those magic beans he planted.


In our box of mixed beans, there were 3 little cows for our students to find and count.

img_4711Associate quantities with number names is a math access point.





img_4703img_5332We put some colorful confetti in our oobleck this week to make it look like the icing that decorated the gingerbread house from Hansel and Gretel. As usual, it was gooey, messy fun!

img_5383Recognize that pushing and pulling an object makes it move is a science access point.





img_5263img_4676There was a little pond for our frog “prince” to play in. We also included a measuring cup for scooping and pouring.

img_5070Recognize a model of a real object is a science access point.





img_5125img_5128We scented our water with Snow White approved Bath and Body Works country apple scented lotion. The students really liked the yummy scent of the matching lotion.

img_5123Recognize and respond to one type of sensory stimuli is a science access point.





On Tuesday our students made some pretty cute Cinderella carriages.

img_4801img_4807First we discussed the shape our paper punch would cut out and asked our students to identify a circle using communication symbols. The students either used eye gaze or pointed to the circle.

img_4803Recognize an object with a two-dimensional shape is a math access point.





img_4924img_4822The students glued their pumpkins down onto construction paper. Then they glued their photos onto their pumpkins.

The science access point recognize a change in an object is addressed with this activity.





img_4916img_4884Next the students punched out 2 circles. Our paper punch is a difficult to press, so the students did need help with this step.




img_4841Associate quantities with number names is a math access point.




img_4861img_4947The circle “wheels” were then glued to the bottom of the carriage.

Match one object to a designated space to show one-to-one correspondence is a math access point.







img_4878img_4838Ta DA!

img_4955                                                             Let’s go to the ball!




On Wednesday the students made a dwarf forest using tree stamps! The dwarves were made by gluing the photos of the students faces on this: dwarf-template

img_5140img_5137First we discussed the shape and color of our poster board.

The math access point recognize an object with a two-dimensional shape, and the science access point identify objects by one observable property, such as color are addressed here.





img_5145Next we asked the students to identify the number 5 on a number line.

Associate quantities with number names is a math access point.








img_5157img_5159We glued thread spools onto our tree stamps to make them easier for our students to grasp as each stamped 5 trees onto the poster board. We emphasized stamping UP and DOWN!

Recognize a moment that reflects a spatial relationship, such as up and down, is a math access point.





img_5177img_5185Then the students picked out their dwarves and put them into the forest. It turned out pretty cute!

img_5192Recognize a change in an object is a science access point.



img_5196Ta Da!

So…..kind of like herding cats but we did get a group shot 🙂









Our language group had fun making “Jack’s Magic Bean Dip” in honor of Jack and the Beanstalk.  We used pixon symbols throughout the group to model how our students can use symbols during activities.

img_5475img_5475We started out by putting a can of cannellini beans that had been drained and rinsed into a food processor.  Next, we passed around the 2 cloves of garlic that had been chopped up.  Each of our students took turns smelling the garlic.

img_5471They had to indicate whether or not they liked it by pointing to the symbol for “I like this” or “I don’t like this”.  It turned out to be about half and half for our students.





img_5478img_5473After we put the garlic in the food processor we let each of our students taste a little bit of lemon juice, which was the next ingredient to put in.  We talked about how lemons are SOUR.  Again, they got to convey if they liked it or not and again it was split down the middle.

img_5486We put 2 tablespoons of lemon juice into the food processor.





img_5495img_5497Next, we added some fresh parsley.

img_5501We also used some dried oregano which our students got to smell and tell us if they liked or not.





img_5506img_5518Finally, our students got to use a switch to activate the food processor so the ingredients could be chopped.  Our students used symbols to tell us if we needed to chop up the ingredients MORE or if we were ALL DONE.

The students really liked using the food processor 🙂





img_5535img_5536Once we were finished, we counted out bowls and put some of the magic bean dip in each of them.  We sprinkled a bit of salt and pepper on the dip and added some cut up tortillas.

img_5530                                                                                YUM!



img_4684Hope you enjoyed our unit on the Grimm Brothers! Join us again next time for more fun and learning Group by Group!