Tag Archives: princess

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!

Fairy Tales


IMG_0637The last week in October——-a perfect time to do a fairy tale theme! Each of the boxes for the sensory group were based around characters found in fairy tales. The fine motor group made props to use in pretend play and the language group chose characters to complete a castle picture.

A magical and fun week!





20141028_101538IMG_7141This box was filled with various fairy tale characters. There were lot of fun things to discover including  a cute cuddly dragon and a chubby little genie! Knights and winged horses could be found hidden in the sparkly basket filler. Of course we included some princesses and fairies! Because we couldn’t resist, we added a set of sparkly sunglasses—–for royalty to travel incognito 🙂

The language access point communicate recognition of familiar persons or objects can be addressed here.



20141028_101427Every wizard needs a wand! We had 2 flashing lighted wands that we picked up at Target and the students had a blast—–every time they were drummed on the table the light show began!

These are great toys for promoting cause and effect concepts and the recognizing sources of light which is a science access point.







IMG_0643Pink princess rice——complete with a picture of a princess to find at the bottom of the box!  This picture really doesn’t do the color justice—-it really is a lovely pink in real life!

We also included the letter “P” for the students to find.

Recognize that pushing and pulling an object makes it move is the science access point addressed here.







IMG_7260IMG_7294We had 2 wonderful fairy glitter discovery bottles to explore. These were really quite cool and our students were mesmerized by the swirling contents. Actually, the adults were pretty mesmerized also 🙂

The science access point track objects in motion is addressed here.




IMG_7268This box contained lots of bright colorful chenille stems—–some of them were  GIANTS! Not only can they be waved around but they can also be bent into shapes and wrapped around different extremities—–they were a hit with all the students.

Of course, this was also a great box to work on concepts of “big” and “little”.

The science access point identify common objects by one observable property such as size is addressed with this activity.






IMG_7365IMG_7768Green, gold, and red glitter changed our oobleck into a MAGIC potion—–perfect for our little wizards to experiment with as it did it’s magical, goopy stuff!

IMG_7769The science access points apply a push to move and object and track a falling object are both addressed.



IMG_7764Since fairy tales are often read at bedtime, we thought lavender was the perfect scent for this week! First the students rinsed their hands in the lavender scented water and then they got to sample some lavender scented lotion.

Recognizing and responding to one type of sensory stimuli is an access point addressed here.






IMG_7233We finished our group with some bippity boppity fairy godmother bubbles—–how fun is that!

Can’t think of a more magical way to address the science access point track objects in motion 🙂







On Tuesday we made some castles out of toilet paper rolls. We have seen this idea all over Pinterest and knew it would be a perfect art activity for this week’s theme.  A few snips to crenelate the top and a simple toilet roll becomes a castle!

IMG_2349Naturally we wanted our castles to be colorful so we started by asking the students which color they wanted to paint their castles. Most of them chose purple—-just coincidently their teacher’s favorite color is purple 🙂

In addition to symbols, the students used voice output devices to communicate their wants and preferences.




IMG_2372IMG_2271Here are the artists at work—–what concentration!

IMG_2327Recognize a change in an object is the science access point addressed as the students paint their castles.


IMG_2307                                                                            Ta Da—–a pretty purple castle!


On Thursday we made some fabulous magic wands!

IMG_7503First the students picked a paper towel roll that had been pre-covered in paper and wrapped with a strip of double stick tape.

They practiced pincer grasp skills while peeling the protective strip off of the tape.

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





IMG_7539Then it was rolled in glitter——the students REALLY liked this part 🙂

Recognize a change in an object is a science access point addressed as the glitter sticks to the tape.

It is also a great activity for promoting bilateral coordination!






IMG_7560Next we counted out 2 glittery gold chenille stems.


Associate quantities with number names is a math access point.








IMG_7596With a little help they were threaded through holes that had been punched in the top of the roll. A quick twist fastened them in place.

The students really worked on their fine motor skills with this part of the activity!








IMG_7530IMG_7621Time to make something go POOF!

IMG_7584                                                                                         Abracadabra!!!!!!




IMG_7420We decided to work on a little bit of reading comprehension after reading the fairy tale book.  We drew one of the characters along with something that does not go in a fairy tale, such as a pickle, on pieces of transparency film paper so we could put them on the light box.

IMG_7475 Last week our students—-not just the ones with visual impairments—– were very drawn to what was on the light box so we wanted to bring it back again.




IMG_7416Our students had to indicate which one is a picture of something that might be in a fairy tale either by pointing to the picture or using eye gaze.  Some of our students required a bit of help but overall, they were able to recall the different characters.

Effectively communicate information using referent objects, gestures/signs, pictures, symbols, words is a language access point.




IMG_7443Once our students chose the correct picture, they got to glue a picture of the character onto a drawing of a castle to complete a fairy tale picture!








20141028_101354IMG_7452It was a completely magical week! We loved all our activities and our students continued to amaze us with their progress!

Join us next time for more fun and learning——-Group by Group!

Week 24—Money and the Letter X


This week our Sensory and Fine Motor Groups learned about money. We picked the theme to relate to the schools Unique Curriculum theme of economics. The Letter X was the theme for our Language Group.

Sensory Group—Money

We read Cara’s book “There are Many Different Kinds of Jobs”.  We chose careers that children often say they want to be when they grow up and related each of our boxes to the different jobs.

Our first box was related to money. It had green paper shred because our money is made of paper and dyed green. We also put in some paper money and coin replicas. Our coins were larger than real life to avoid any choking hazards. We put in beads with dollar signs (we found these at Target in their St. Patricks Day section!) and some  gift/credit cards. We also put in a money clip, car key (you often drive to work), and a piece of leather (purses and wallets are often made of leather).

Our students had a lot of fun with this box—some of them really enjoyed collecting the money. Which, of course, gave us an opportunity to work on math access points!




The next box had a construction  theme—what fun to drive a dump truck! We used assorted beans for our gravel and put in a couple of toy trucks and the letter C. We  also hid a little surprise at the bottom—a picture of a dump truck was taped to the bottom of the box!

In addition to practicing scooping skills, uncovering the truck addresses visual and tactile discrimination skills.




How about becoming President! We filled our next box with the patriotic colors of red, white and blue.

Soft pompoms and hard beads allow us to contrast properties of materials which is a science access point. Sorting and counting the different colored pompoms relates to math access points.

We also included a letter P for President to address literacy skills.





Pink and white rice, a crown—yes, its a princess sensory box!

Nancy made this bracelet we by wrapping strips of tulle around a rubber band. This was a huge hit with some of the students. Very visually interesting to watch the tulle move as a hand was waved.

Concepts of same and different are addressed—the 2 crowns are the “same” and the spoon is “different”.

We also included the letter P to address literacy.





Another exciting job would be a circus performer which is the theme of our next box. We filled it with some colorful packing peanuts, puzzle pieces depicting different circus performers, and the letter C.

The packing peanuts can be sorted by color and allow opportunities to practice pincer grasp skills.






We talked about being a firefighter while finger painting in shaving cream. It looks just like the foam used to douse fires!

We practiced prewriting patterns and letters by finger painting in the foam.

Encouraging students to interact with the foam helps address tactile sensitivity issues.





When finished finger painting, hands were rinsed in water. Our students always enjoy the opportunity to play in water. Its fun but can also be very calming and relaxing for our students.





We also included some theme related items to encourage visual tracking. A glittery baton—just like a circus performer—was a great tool to practice forearm rotation movements. Watching the movements of the glitter as it moved in the water water from one end of the tube to the other related to science access points.





One of our I-spy bottles (made from some plastic juice bottles with lids tape shut) contained some toy coins (along with rice and beans for contrast).

Fun to roll and watch the coins sift through the rice.





The other bottle contained some brightly colored princess jewels.

Both of these bottles could be rotated to encourage visual tracking or shaken for auditory input.

Coin and color identification skills can be addressed using these bottles.





We finished by using some rose scented lotion—

to remind us our  future looks “rosy” 🙂

It had a very distinct aroma that all our students reacted to.

Rubbing the lotion on our hands promotes bilateral coordination. For those students who tend to put their hands in their mouths, we rub lotion on their upper arms or the back of their necks.





Fine Motor Group—Money

We read “There are Many Different Kinds of Jobs”  which our students loved. They recognized the different professions and all seemed to have a favorite.

After reading the book we made some piggy banks. We started by using an electronic cutting machine. Our students were SO excited and could hardly wait for their turn to press the button– their eyes were glued on the machine 🙂

Listening skills, following directions, turn taking  and finger individuation skills are addressed while operating the machine. Watching the mat board move as the machine cuts encourages visual tracking.





We counted out the 7 pink circles that we cut, then we counted 8 students.

Hmm, I think we need 1 more circle!

Working on math access points 🙂





We cut out some smaller circles and some triangles—getting lots more turns to press that button and make the machine go!

Counting the circles, and comparing their sizes addresses math access points. We also worked on shape identification and the concept of same and different  with the circles and triangles.





Now to assemble our little piggy! We  glued 2 triangles to the big circle to make ears. Then we glued the small circle on top of the big circle.

We used our food coloring enhanced glue to give the students additional visual cues for placement.

Picking up those small pieces really works on precision grasping skills! Squeezing the glue helps strengthen grasp.

Comparing all the sizes and shapes, in addition to counting different items addresses math access points.





We glued the piggy on a piggy bank.

The bank was made by  wrapping paper around some different  containers, such as mixed nuts or icing, and cutting a slit in the top.

Here is a cute little piggy bank—just waiting to be filled on Thursday!





On Thursday, we read Cara’s book again.   It was fun seeing which jobs the students became excited about —construction worker and princess were some of the top choices 🙂

Lets start filling up the piggy bank! We printed some dollar bills (we found these on the Activity Village website).

Our students used the paper cutters to cut along lines that we highlighted—“follow the yellow brick road”!

This activity addresses eye hand coordination and visual tracking.





Time to color the money, green of course!

We used a variety of markers. We like these Crayola pipsqueaks that are perfect for little hands.

We really like how this student is demonstrating some nice bilateral coordination skills—stabilizing her money with her right hand while coloring with the left! She has not always been able to do this, so we were pretty excited.






We also like these Crayola tripod markers that are easy for little hands to grasp. Talk about Universal Design!

This is a fun way to practice using writing tools and coloring in a designated area.






Some of our students knew exactly what to do with the money. After all,  its never too early to start saving 🙂

This student folded her money up to fit in the designated space, performing some algebraic functions——related to math access points!






We did save some of the dollars to buy snacks—a great opportunity to reinforce what money can be used for.

This student just handed his dollar to Jeannie and is signing “more”. He knows the value of a dollar 🙂

Those little hands are just so cute!






Language Group—Letter X

We did something a little different (Ms Garland came up with this awesome idea) in our language group this week, a scavenger hunt—X marks the spot!

First we eXmined our map, looking for treasure all around the school.

Using maps addresses social studies access points, sequencing and following directions.

This is going to be eXciting!!!





At our first stop we found 2 stretchy tubes.

Pulling the tubes apart—using maXimum effort—works on upper extremity strengthening and bilateral coordination.

They also have a very satisfying sound as they are pulled apart.





We used our stretchy tubes to make an eXtreme X!

Crossing the tubes to make the X and laying it on top of the tape addresses visual spatial skills.






We found this boX at the neXt spot.

Looks like we are in for some bubble fun!









Instead of blowing the bubbles, you have to squeeze!

How eXtraordinary!

Dipping the wand into the bubble mix addresses eye hand coordination. Squeezing the blower works on grip strength. Visual tracking skills are also addressed while following the bubbles.

Discussing the effect of wind of the bubbles addresses science access points.





We followed the map to this spot were we had to imitate an X.

This student did an eXcellent job, don’t you think!







We finally reached the treasure—cookies iced with an X—eXactly what we were looking for!

Needless to say, we all wanted to eXamine them pretty closely 🙂






Time to make our








Here are some of the X words we found today— we may have lost a post-it or two on our trek today 🙂





Please join us again next time for lots more fun and learning Group by Group.