Preschool Students

Welcome
to
Our Class Website!
Mrs. Rattay-Miller
https://www.donorschoose.org/Ms.Abigail

Announcements:
Due to PWCS closures please take this time of social isolation to care for your family and be safe. 

Learning Activities for 

Cognitive Development 

Cognitive Development is the acquisition of the ability to think, reason and problem solve. 

Give student utensil tray and have them place the items in the designated spots. Use hand over hand assistance when needed. 
Use food adds/magazine etc. : cut pictures of like items (fruit, meat, men, women, shirts, pants, etc.) find containers (old boxes, bowels, envelopes) paste/tape one picture to the front and have student categorize the picture in the right container. Start with one category at a time (all shirts go in bowl all others in another bowl) add categories after mastery of first. 
Wrap a small toy or piece of food in cellophane or tinfoil. Demonstrate unwrapping to find the object. Give physical assistance as needed. As skill is gained, have student wrap object.


Combine related objects
 
Model putting spoon in bowl to stir, place cup on saucer, doll on bed or doll with bottle.  
Group various like toys - stacking blocks, sort cars from blocks, group toys by type (i.e. here are all the cars, here are all the blocks) 
Place items in an organized manner (i.e put dishes/utensils on table in organized manner) 
Help organize family shoes in shoe caddie
Match Tupperware lids to container (various sizes).
Make a 
mechanical toy perform its activity 
Model wind-up toys or action toys, provide physical guidance as necessary and describe the action (i.e. turn it, push, drive, make it go) 
Complete two-step problem solving tasks with a novel toy 
Model and provide assistance as needed to put coin into a slot, pull lever of a cash register, twist top of container to open and put items in 
If you don't have these kind of toys:
 1. Cut slits in any box of various sizes to fit different objects.
2. Use objects found around the house (shower curtain rings, jar lids, dice, Popsicle sticks etc.) 
Use alternate strategies (turn it around, start at the top, lets try another piece)
 
Match/sort pictures and objects 
Point to or place identical items together of household items 
Find similar items that go together ( i.e. match shoes and socks while getting dressed, “Find the other sock.”  Play hide and seek with a ball, give your child a ball and have him/her search for a ball similar to the one he/she has) 
Sort by kind, color, shape using various household items, start with 2-3 items and increase with mastery 
Cut an egg carton so there are only 4 “cells,” color each  cell  a different color-yellow, blue, green, red and have child sort items by color (can repeat with shapes or other concepts) 
Prereading Activities 
Read short stories and point to pictures and ask questions throughout the book.   
Provide many opportunities throughout the day for picture vocabulary development with magazines, books, and visuals within the home environment 
Use pictures from magazines/mail adds etc and have your child find it in the house and stick (tape) to the item (sink, meat in the freezer, soap in the bathroom.)
Find pictures of actions and have child copy action (sleeping, laughing, crying etc.)
Sing songs and repeat finger-plays. Look on UTUBE
Pre-math Activities 
Clap  and count together “1, 2, 3”  now your turn
Bang on a pan "1,2,3" 
March and count together 
Count while brushing teeth or washing hands 
Practice 1-1 correspondence by giving 1 item to each family member. (i.e. give everyone a napkin at dinner time.) 
Give 4 crackers for snack and model and practice counting concepts (“how many?” give me one,” “give me one more.”)  

 

Learning Activities for Language Development 

Expressive Language: Your child’s ability to express their wants, needs, share information, make comments and/or ask questions.  

Strategies/Activities to facilitate language development/growth: 
Follow your child’s lead: Narrate what your child is doing and use words to expand upon and describe play. For example, if they are reaching for a ball, narrate their actions: “you want to play ball? Let’s make the ball roll.” 
Expand upon your child’s language: If your child is using some language, repeat what they are saying and expand it by adding adjectives, action words, and other descriptive language. For example, if your child requests “ball,” repeat them and expand, saying, “you want to big, blue ball. You want to roll the ball!” 
To increase length (words) and types (kinds of words), try asking a variety of questions or presenting options that require more than a yes or no response. For example, instead of saying “do you want a cookie?” try asking, “what kind of snack would you like?” Instead of saying, “how are you?” ask questions such as, “what did you do today?” or “what toys did you play with?” 

  • Use play to target basic communicative functions: Use play with stuffed animals, toy animals, cars, dolls, etc. to have child imitate and use communicative functions such as greetings, requests, and comments.  

    Greetings: With doll/ stuffed animal play, take turns singing/saying “hi” or “bye” to the animal. 

  • Basic requesting: Use puppets/stuffed animals/dolls/etc. and play food/snack foods to model requesting. Be silly, modeling phrases such as “dinosaur is hungry. He wants to eat! He says, “’I want to eat!’” Pretend to feed the dinosaur various snacks and have your child imitate/initiate the requesting. You can expand the activity to requesting other desired items such as drink, play, dance, clap, stomp, etc.  

  • Sing Songs: Songs are a powerful tool to facilitate language, and the repetition of songs helps provide practice of language. You can also do finger plays, such as “Itsy Bitsy Spider” or “Where is Thumbkin?” to focus on gestural imitation as well as verbal imitation  

  •  Use Visuals and Assistive Technology Options: Model use of core boards by pointing to picture icons and verbalizing the words. Prompt your child, if necessary, to use the pictures, and be sure to acknowledge when your child makes a request. Be sure to allow access to the core board as often as possible and encourage your child to bring it with him around the house/across activities.   

 

Receptive Language: Relates to your child’s ability to understand information (language), demonstrated through skills such as following directions.   

Strategies/Activities to facilitate language development/growth: 

  • Read Books 

  •       Read a book together or tell a story. Before reading the book do a picture walk of the story. Ask your child what you think the story is about by looking at the cover and the pictures in the story. Ask your child to point to items or label them in a book. Ask "wh"  or "yes/no" questions when reading. If your child doesn't answer after a count of "10" answer the question.

  • Play Listening Games: Simon Says (“Simon Says, touch your nose!), Follow Me (do what I do) , My Turn/Your TurnI spy: name a picture or object and have your child point to/bring it to you 

  • Picture/Object Matching 

  • Have your child match pictures of family members/ toys/magazine pictures 

  • Have your child match pictures from a memory game or match puzzle pieces 

  • Request specific items from your child when cleaning up (for example, put away the horse, give me the picture of you) 

  • Play-doh/ Putty 

    • Have your child imitate rolling, pushing, patting/squeezing 

    • Ask your child to find specific cookie cutters/shapes and cut them out  

    • Have your child use a specific named color of dough 

    • Make big/small balls, label them big and small, take turns rolling them or making new ones the same size (this targets practice of identifying adjectives, working on same/different, as well as imitation/following directions) 

  • Multi-step directions: 

    • Ask your child to bring you two items of clothing (for example, bring me your shoes and socks to put on) 

    • Give verbal multi-step directions that logically follow each other (for example, go to your chair and sit down or go to the table and eat your snack) 

  • Movement Games : Ask your child to clap your hands or stomp feetvariation/extension: do it fast/slow, do it 3 times, do it loudly/softlyHave your child jump/spin/dance with you. Variation/extension: Dance while singing/listening to a simple song, turn the song off and have your child freezeVariation/extension: Spin 5 times, spin to the right/left, spin fast/slow. Play the "Hurry Hurry" Game (do activity as fast as they can (run to get ball, flying like an airplane, jumping. Play the "SLOOOOOOOOOOOOOW" game (slither like a snake, move like a sloth, blink, roll, etc. 


Hand Strengthening Activities

 

During bath time: Student to wring out wash cloth and squeeze sponge.

Play-dough, Clay or Silly Putty:Squeezing with the whole hand to soften the dough and increase hand over all hand strength. Be sure to switch back and forth between hands. (look online for fast easy recipes)

Roll the dough on a table to make snakes, using one hand and then the otters, and then both together. Practice pinching off pieces of snakes, using thumb and index finger. 

Roll dough into a ball, then squish it flat like a pizza between fingers and thumb. 
Poke holes in the dough using index finger. 

Try hiding small objects (beads, pennies, beans) inside the play doh and have the child find the items.


Paper Play:
Tear junk mail paper into little pieces, roll into balls and practice tossing into trash.
tear paper into small strips and place in water then cover a balloon.

Fine Motor:
Place large paper clips onto paper
Use clothes pins to practice to open and close.
Sit out side with a cookie sheet and flour, have child write in the flour with fingers add water for sticky gooey fun
Use salad tongs to pick up pom-poms, olives, ice cubes cotton balls etc.

 

 

 Songs!


 Story Time


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Encore Schedule 

Library Time
Wednesday 11:10 AM










Daily Schedule 

9:05 9:10   Pick Up From Bus
9:10  9:35      Morning Group
Thematic Songs
9:35 9:55      Dramatic Play
Restroom Rotation
9:55 10:15 Group Rotation
IEP Goals
10:15  10:45   Recess
10:45 11:05   Snack
Practice Using "More and Please"
11:10 11:45   Group 2 and 3 Rotations
IEP Goals
11:45 12:05   Whole Group Activities
Restroom Rotation
12:05 12:20   Story Time
12:20 12:35   Goodbye Activities