L8 Kate’s Class

L8

Many of our current targets centre around communication, turn taking and interaction. Students would benefit from continuing this at home during this time. Giving the students time to process a verbal or physical interaction and waiting for a response either vocal, physical movement or eye gazing before we respond again is a good way of reinforcing turn taking and social communication. Choice making is important for our students as well as ‘more’ and ‘finished’ where appropriate. Where possible, encourage positive or productive vocalisations for students who are currently using their voices to produce sounds to express basic needs or discomfort to extend this to a range of other settings and extend social abilities. Looking at and engaging in activities for extended periods of time and showing an interest in the results of their own actions as well as building our fine motor skills with hand over hand support where possible. This could be holding items, picking up items or pressing switches. See the below information on intensive interactions to further extend on this.

Students with early writing capabilities can continue practicing copying and forming letters and words and trying to keep our writing on the line where possible. This is also extended to numbers both recognising and writing numbers 1-20. Students have also been counting by rote in 1s and 10s (some extend to 5s).

See English and Maths activity worksheets

If you would like any individual targets please contact me on DoJo and I will send some.

English

Our topic is Harry Potter, it would be useful to continue to familiarise the students with the story either by reading the book, listening to the audio book or watching the film.

We have been looking at photos from Harry Potter and describing/explaining what is happening in the photo either by independently writing, dictating and then copying sentences or choosing symbols from a choice of 2/3. Some students may also answer closed questions using ‘yes’ or ‘no’ signs or symbols.

Some students have extended to recognising and identifying characters (and objects) from the story. This cant be continued in the same ways as stated above.

We have explored the Sorting Hat and Hogwarts Houses which is a fun activity. YouTube has the Sorting Hat Song as well as various songs to represent each of the 4 houses. Students can explore the house colours and choose which house they would like to be in. There is also “Wheel Decide” which is free online, you can add the options and spin to find out which house you are in.

https://www.youtube.com/watch?v=L_F9IO9i2lA

Sensory Harry Potter- We have been exploring a number of spells such as “Expelliarmus” (The disarming spell) involving the quick removal of wands/material/objects upon casting the spell. “Lumos” (The light spell) brightens a dark room or turns on various lights. “Wingardium Leviosa” (The levitating spell) makes objects float or fly (We used string for this activity).

Potions- We are due to begin potion making. This is something you can explore at home in a sensory way with different ingredients with various textured and smells. Some students may be able to think of ideas for what they would like their potion to do and what ingredients they might add to it. In some cases this could be a written task or symbols/photos.

There is a sensory story PowerPoint and resources to use alongside internet resources.

Science

In Science we have been studying the needs of different animals and plants and will begin to move onto different habitats of animals and how they keep safe.

Sensory Science- Some students have been exploring the different needs of animals and this is laid out in the powerpoint ‘Sensory Science needs of animals’. Use things at home to represent the different needs-

Water: Students could explore water in a sink or bowl, if you have a water spray then you can use it to represent rain, explore different drinks.

Food: We have been using a sound for eating which is on Youtube, if appropriate different foods and flavours could be explored.

Air: Make a fan out of paper or card, if you have a fan you can use this to explore what air feels like

Shelter: Fill up a hot water bottle and help students feel the water bottle and explore being warm, use a blanket to wrap up and keep safe.

The symbols for each need are on the powerpoint.

Applying scientific ideas- Powerpoint ‘Needs of an animal’. Similarly to above students are encouraged to explore the different needs before learning about why animals need these 4 needs. Children are encouraged to recall the information and there is worksheets provided within the powerpoint to confirm learning- these are differentiated so feel free to explore which is most appropriate for your child.

There is ideas about exploring different habitats which you might want to do in your own garden, our in an open space or through internet research. Videos can be found for the different habitats and you could explore the different animals that live in these places and why they are suited to living there. We were also going to look at life cycles especially with spring being in the air you could work through the life cycles of some animals you may see in the garden or at this time of year.

  • Ask students if they know what a mammal is? This is an animal that is warm blooded, has hair or fur and drinks milk from their mother.
  • Can they think of any mammals? Dog, cat, horse, cow, monkey, humans etc. You may want to have a look at a video on youtube- here is an example: https://youtube.com/watch?v=hGonwMTPV6g
  • Can you name the different parts of the animals life cycle of your choice.
  • Use the internet to google each word for more information.
  • Can you recall the different stages?

Maths

Accessing and engaging with number songs 1-5 and 1-10 on YouTube or HelpKidzLearn, tapping and clapping each number. Counting sensory objects and feeling cut outs of the number shapes. Hand over and support to trace number shapes in sensory trays of flour/ rice/ gloop etc. Choice making between 2 numbers where appropriate. Using musical instruments to tap out numbers with various sounds.

Counting in 1s, 10s and 5’s to extend. Recognising and identifying numbers 1-5, 1-10, 1-20 and then extending if appropriate. Copying or writing these numbers. Identifying piles of objects that are ‘more’ or ‘less’. Adding 1 more object (ie bricks, teddy bears etc) or 1 less. Where appropriate writing simple sums of 1 more or one less. Some students have extended to recognising or writing 2 and 3 digit numbers.

See maths worksheets for extra ideas.

Cultural Studies

We have been exploring China. We have been reading the story of the Magic Paintbrush by Julia Donaldson and this can be found on YouTube as well as some traditional chinese music to accompany this. Any sensory items or props you can find around the house would help the students to continue to explore and familiarise with this story such as paintbrushes, sand, coins, fish, water etc. As well as this students could explore various animals such as the others from the story of Chinese New Year as well as the Asian Elephant , the Chinese Leopard and the Giant Panda.

We have been enjoying listening to and learning Chinese Greetings and numbers using songs that can be accessed on YouTube. Students of all abilities have particularly enjoyed this activity. Verbal students have copied and non verbal students have listened and pressed switches.

https://www.youtube.com/watch?v=dUzl6Q3LxWk

https://www.youtube.com/watch?v=2ZA6M9EsSlM

For those able to extend we have started to look at colours:

https://www.youtube.com/watch?v=CxyNwmm68Rg

 

 

 

Life Skills

Engaging and participating in household chores, including sensory experiences with items and around the house. Being part of experiences with hand over hand support where necessary. Making or creating a product either a drink, toast or a sandwich. Correctly choosing the necessary tools required to complete simple jobs around the house or for their own routines. Following simple instructions where appropriate. Taking care of themselves such as being involved in their own personal care routine especially the importance of handwashing. Teeth cleaning, face washing, showering – either tolerating support to do this or doing aspects of their care as independently as possible where appropriate.

Where appropriate some students can extend to recognising dangers and keeping safe. (See resources)

Physical

We would be trying to offer as many position changes for the students as possible throughout the day which I am sure you all do at home so it is important to continue this as much as possible. As well as getting a stretch you may want to offer hand and foot massages which comes under Intensive Interaction (More information below) as well as being important for wellbeing, circulation and movement. You can find plenty of relaxing music on Youtube to accompany this. Where appropriate you may want to access ‘just dance’ routines or Yoga for kids. Many of our students really enjoy participating in these activities.

https://www.youtube.com/watch?v=X655B4ISakg

https://www.youtube.com/watch?v=a1zQ1xOjZnk

https://www.youtube.com/watch?v=AV1biKT426I

https://www.youtube.com/watch?v=O9XpNV7Hs8A

 

 

Intensive Interaction

Why:

To encourage our students to explore the world around them and create social bonds with other people. Intensive interaction is building communication building blocks.

How:

The principle is around exploring different textured items/objects that you explore in-depth on a 1:1 basis these are usually accompanied by a piece a music that must be the same each time to help with the anticipation aspect of an intensive interaction. You can have any theme of music, I play music from youtube, and the best objects can be found around the home- spoons, balls, flour/sand, smelly candles/different scents, lights. Anything the person may be interested in! You explore these objects slowly encouraging eye contact, mirroring actions, holding an interest for prolonged period of times. You could specific actions for the objects such as tapping 2 spoons together or using a damp flannel on hands/arms. Encourage shared exploration using hands as an OT aspect to make links that our hands can do things for us as well.

 

Example:

I have added some examples called ‘tacpac pointers’ these are intensive interaction sessions I have come up with- the action is explained and the music to go with the action is also on there!

 

Sensory Activities

Anything around the house or in the garden or even out on a walk can be a sensory experience. As much touch, listening and smelling that you can offer the students will benefit them. This extends to cooking, washing, nature, household chores-even making the bed can be a fun sensory activity if you use your imagination!

See the Sensory Activities resources for some lovely ideas for while you are at home!