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The work on the Methodologies & Best Practices Resource Guide Appendix was completed by:

Educators from across the State that participated in the Methodologies & Best Practices

Sub-Committee of the State Curriculum Appendix Committee.

The work on this Observational Assessment model was sponsored by:

Michigan Association of Administrators of Special Education (MAASE), with particular involvement from the subcommittee, Supervisors of Low Incidence Programs (SLIP).

January, 2007

Methodologies and Best Practices

Index

|Name of Methodology/Resource |Page |

|Templates | |

|Material/Resource Template |3 |

|Methodology Template |4 |

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|Methodologies | |

|Active Learning |5 |

|Applied Behavior Analysis |6 |

|Brain Gym |11 |

|M.O.V.E. (Mobility Opportunities Via Education) |12 |

|Picture Exchange Communication System (PECS) |14 |

|T.E.A.C.C.H. |15 |

| | |

|Resources | |

|Catalogues |16 |

|Books |19 |

|Websites |25 |

|Recipes |28 |

|StartWrite |32 |

| | |

Resources, methodology approaches, and interventions that appear to have promise for enriching the lives of individuals with cognitive impairments should be empirically evaluated prior to implementation or use. The resources and practices listed do not endorse any particular approach, strategy, product, or material.

Last Update:

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Last Update:

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|Instructional Area (cross-reference) to Curriculum Level(s): Participation Supported Ind. Both |

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Last Update

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|Active Learning |

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|Description- |Where to see it- |

| |Penrickton Center for Blind Children—Taylor, MI |

|This is learning that is not for a typical learner. Students are encouraged to discover on their| |

|own how items feel and work. The student doesn’t have to use the item for the intended purpose, | |

|they may create their own use for the item.., that’s okay. The goal is to create environments |Who to contact- |

|that offer immediate feedback and supports the learner so that the learner can take action on | |

|their own initiative to learn. Feedback should respond in several modes; auditory, tactile, | |

|visually, and olfactory. The environments should be rich in variety which means the item in the | |

|environment should be changed often. | |

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|Instructional Area (cross-reference) to Curriculum Level(s): Participation Supported Ind. X Both |

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|Level: Participation |

|Performance Expectation 1: Leisure and Productivity (I-VI) |

|Performance Expectation 2: Interactions (VII) |

|Performance Expectation 3: Communication (VIII) |

|Performance Expectation 4: Personal Care, Health & Safety (IX-XII) |

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Last Update: 2-28-06

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|Applied Behavior Analysis |

|Description: |Where to see it: |

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|Applied Behavior Analysis is a process primarily used to determine the underlying functions of a students’ | |

|behavior(s) and to tailor interventions to individual learners. A Functional Behavior Assessment is done through | |

|direct assessment (ex. observation and recording) and indirect assessment (ex. parent/student interviews). A | |

|behavior is usually observed in the setting in which the behavior is likely to occur. | |

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|A Functional Behavior Assessment may be conducted by recording data using the ABC Approach (see attached form | |

|samples): |Who to contact: |

|Antecedent: What is/are the precipitating factors? What is happening before the behavior occurs? Who is around the| |

|student before the behavior is displayed? What time of day? Look at all aspects: medical, psychological, | |

|environmental, curricular, instructional, interactional, personal, and issues of control. | |

|Behavior: What the person says or does. | |

|Consequences: What is the perceived reward? Look at: Social/attention reward? Escape? Avoidance? | |

|Sensory/intrinsic reward? | |

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|Instructional interventions are then established to increase desired behaviors, to decrease or control precipitating | |

|factors, and to reduce unwanted behavioral rewards while increasing positive, appropriate rewards. | |

|Instructional Area (cross-reference) to Curriculum Level(s): Participation Supported Ind. X Both |

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|Level: Participation |

|Performance Expectation 2: Interactions (VII) |

|Learns Self Control |

|Responds to Reinforcement Program |

|Follows safety procedures |

|Follows directions and routines. |

|Develops positive classroom/work behaviors |

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|Level: Supported Independence |

|Performance Expectation 5: Participate Effectively in Group Situations |

|Improves Social Communication/Interpersonal Relationship Skills |

|Self-Advocacy in Group Situations |

|Self Control |

|Performance Expectation 6: Respond Effectively to Unexpected Events and Potentially Harmful Situations |

|I. Improves Affective Behavior |

|A. Awareness of Emotional and Social Boundaries |

|B. Ability to Confront Potentially Harmful Interactions with People |

|Performance Expectation 8: Proceed Appropriately Toward the Fulfillment of Personal Desires |

|Pursues Personal Desires |

|B. Adjusts to circumstances that are beyond his/her control |

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ABC OBSERVATION FORM

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|Student Name_______________________________ Observation Date _________________ |

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|Observer ___________________________________ Time _________________________ |

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|Activity ____________________________________ Class Period ___________________ |

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|Behavior ______________________________________________________________________ |

|ANTECEDENT |BEHAVIOR |CONSEQUENCE |

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ABC OBSERVATION FORM

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|Student: _______________________________ Observer: __________________________________________ |

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|Date: _____________________ Time: _________ Activity: _________________________________________ |

|Context of Incident |

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|Antecedent |

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|Behavior |

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|Consequence |

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|Comments/Other Observations |

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SCATTERPLOT ASSESSMENT (2 Week Period)

Student Name: ____________________________________________ Starting Date: _____________________

Observer: ________________________________________________

Socially Engaged Low Rates of Social Engagement Not Socially Engaged

|Time of Day |

|15 minute intervals |

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|Description – |Where to see it – |

|About Brain Gym | |

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|Brain Gym is a program of physical movements that enhance learning and performance in ALL areas. | |

| |Who to contact – Website |

|Brain Gym includes 26 easy and enjoyable targeted activities that integrate body and mind to | |

|bring about rapid and often dramatic improvements in: | |

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|- Concentration, memory, reading, writing, organizing, listening, physical coordination, and | |

|more. | |

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|Instructional Area (cross-reference) to Curriculum Level(s): Participation ____Supported Ind. X Both |

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|Level: |

|Performance Expectation #: |

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|Can be used if adapted to the physical limitations of students and cognitive abilities. |

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Last Update: 10/11/05

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|M.O.V.E. (Mobility Opportunities Via Education) |

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|move- |

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|Description- Mobility Opportunities Via Education, or MOVE, is a top-down, activity based |Where to see it- There are 17 model sites throughout the world-- one in Michigan |

|curriculum |Ottawa Area Center |

|designed to teach students basic, functional motor skills needed for adult life in the home and |10160 96th AVE. |

|community environments. It combines natural body mechanics with an instructional process designed|Zeeland, Michigan |

|to help the students acquire increased amounts of |49464 |

|independence necessary to sit, stand, walk and transition. |Contact: Vonnie VanderZwaag - director |

|The curriculum includes a baseline assessment |Roger Buurma - physical therapist and MOVE International Trainer |

|of 16 motor skills and 73 motor milestones necessary to function in school, home, community. |International Trainer |

|There are complete instructions for the classroom and home to teach these milestones as |phone: 1-877-702-8602 |

|they relate to immediate and long range achievements the parents are hoping for by the |fax: 616-895-4223 |

|time their child graduates. The curriculum cannot be operated in a school setting without staff |Who to contact- move-international@ |

|being trained, as the program is copyrighted. |fax: 661-636-4045 |

| |address: MOVE International |

| |1300 17th Street - City Centre |

| |Bakersfield, CA. |

| |93301-4533 |

| |phone: 800-397-MOVE |

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|Instructional Area (cross-reference) to Curriculum Level(s): X Participation ____Supported Ind. Both |

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|Instructional Area (cross-reference) |

|The entire MOVE curriculum or the 73 motor milestones could be substituted for Participation Level PE #5, in the schools allowed to use the MOVE program. Most of the goals & objectives of the |

|Participation Curriculum Expectation #5 are perfect functional opportunities for teaching sit, stand, walk and transition motor milestones of the MOVE Program. |

|MOVE applies, or can be cross referenced, in the following areas: |

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|Performance Expectation #1: Leisure and Productivity |

|II. Learns Movement/Exercise Patterns |

|A. Participates in proprioceptive and vestibular movement patterns (1-8), page 8-9 |

|B. Participates in movement/equilibrium activities (1-11), page 9 |

|D. Participates in exercise to improve/maintain physical fitness (1-5) page 33 |

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|Performance Expectation #4: Personal Care, Health & Safety |

|IX. Develops Positioning and Fitness Skills |

|A. Learns/improves/maintains movement/control of head (1-6), page 3 |

|B. Learns/improves/maintains upper body movement/control (1-11), page 4 |

|C. Learns/improves/maintains lower body movement/control (1-6), page 5 |

|D. Learns/improves/maintains sitting skills (1-6), page 5 |

|E. Improves body awareness (1-8), page 5-6 |

|F. Learns/improves/maintains mobility and endurance (1-7), page 6 |

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|XII. Develops Personal Care Skills |

|Q. Learns good health and safety practices (1-3), page 26 |

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|Performance Expectation #5: Mobility |

|XIII. Learns Movement and Balance Skill |

|A-P pages 1-12 |

|XIV. Improves Walking and Mobility Skills |

|A-G pages 13-16 |

|I. Improves mobility in public buildings. (4-5) page 18 |

|K. Uses a walker. (1-18) pages 19-20 |

Last Update

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|Picture Exchange Communication System (PECS) |

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|Description- |Where to see it- |

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|PECS was developed in 1985 as a unique augmentative/alternative communication system that allows |Heartwood School, Mason, MI |

|persons with autism and/or other communication deficits to initiate conversation through the |517 244-1401. |

|exchange of pictures. |Old Village School, Northville, MI |

| |248 344-8629 |

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| |Who to contact- |

| |Andrew Bondy and Lori Frost at Pyramid Educational Consultants, INC. |

| |1 888 PECS and pyramid@ |

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|Instructional Area (cross-reference) to Curriculum Level(s): Participation Supported Ind. X Both |

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|Instructional Area (cross-reference) |

|Level: Participation Curricululm |

|PE 3- Communication |

|PE 3 VIII E-Develops alternate communication skills |

|PE1 IA-Interact with others during leisure activities |

|PE1 II O-Participates in community outings/activities |

|PE1 II P-Participates in leisure/recreation routines in community |

|PE1 IV C,D,E,F-Reaching, grasping, releasing, and adjusting hand movements |

|PE1 V C-Learns work relating to fine motor skills |

Last Update 10/11/05

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|T.E.A.C.C.H. |

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|Description- Treatment and Education of Autistic and related Communication handicapped Children. |Where to see it- |

| |In classrooms with Children with Autism Spectrum Disorders. |

|The T.E.A.C.C.H. program focuses on Children with Autism and targets critical areas in executive | |

|functioning, engagement, communication, and social skills. T.E.A.C.C.H. focuses on providing | |

|structure and organization in a classroom including the physical structure. It provides students|Who to contact- |

|with visual strategies to enable them to become as independent as possible. The T.E.A.C.C.H. |Gary Mesibov at Gary_Mesibov@unc.edu |

|program builds on the child’s already existing skills and interests. It uses daily schedules and | |

|work systems in the classroom to help make directions clear and precise. | |

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|Instructional Area (cross-reference) to Curriculum Level(s): Participation _____Supported Ind. X Both |

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Resources

Catalogs:

Abilitations 1-800-850-8602 or

Provide “movement activity products, equipment and sensory products designed specifically for the changing needs of children.”

Ablenet 1-800-322-0956 or

Provides communication tools, participation tools, curricular programs, educational resources, etc.

Attainment Company 1-800-327-4269 or

Beyond Play 1-877-428-1244 or

Childswork Childsplay 1-800-962-1141 or

Discount School Supply 1-800-627-2829 or

Provides various educational products including art supplies puzzles, furniture, manipulatives, etc.

Don Johnston 1-800-999-4660 or “The Leader in Learning Intervention Resources”

Edmark Reading Program 1-800-897-3202 or

Educators Publishing Service 1-800-225-5750 or

“Trusted Literacy Solutions for Every Child”

Enabling Devices 1-800-832-8697 or

Provides augmentative communication devices, switches, sensory devices, etc.

Flaghouse Special Populations 1-800-793-7900 or

Provides products to meet therapy and special education needs from early intervention to aging populations.

Hatch Early Childhood 1-800-624-7968 or

Provides resources for early childhood education.

James Stanfield 1-800-421-6534 or

Kaplan 1-800-334-2014 or

Laureate Learning Systems 1-800-562-6801 or

Leapfrog Schoolhouse 1-800-883-7430 or

Mayer-Johnson 1-800-588-4548 or mayer-

Provide software (including Boardmaker), hardware, books and accessories.

Nasco Special Education 1-800-558-9595 or specialeducation

PCI Special Education and Learning Differences

Middle School, High School and Adult

1-800-594-4263 or

Provides educational materials for reading, math, social studies, life skills, communication, etc.

Primary Concepts 1-800-660-8646 or

Pro(Ed 1-800-897-3202 r

Rigby 1-800-531-5015 or

Sensory Comfort 1-888-436-2622 or

Provides resources to “make life more comfortable for children and adults who have Sensory Processing Differences”.

SoftTouch, Inc. 1-877-763-8868 or Software programs including Cause & Effect, Testing/Assessment, Early Concepts, Literacy for All, Vocabulary Builders, etc.

Southpaw Enterprises 1-800-228-1698 or

Provide sensory integration and developmental products.

Special Education 1-800-688-3224 or

SRA 1-888-SRA-4543 or

Steck Vaughn 1-800-531-5015 or

Tools For Success 1-800-933-1933 or

Books:

365 Ways to a Smarter Preschooler

Marilee Robin Burton and Susan G. MacDonald

Publications International, Ltd. ( 2000

ISBN# 0-7853-4400-4

Absolutely Autumntime: The Activity Professional’s Weekly Theme Guide

Becky Daniel

Grimm & Associates ( 1996

ISBN# 1-56490-028-2

Art for Me, Too!

Pat Mervine, Michelle Burton, and Lynn Wood

Mayer-Johnson ( 1996

ISBN# 1-884135-31-5

Babies with Down Syndrome: A New Parents’ Guide

Karen Stray-Gunderson, Editor

ISBN# 0-933149-64-6

The Bi-Polar Child

Papolos and Papolos

Book of Possibilities Elementary Edition

Book of Possibilities Secondary Edition

Helen Canfield and Peggy Locke

AbleNet, Inc. ( 1998

A Child’s Seasonal Treasury

Betty Jones

A Children’s Kitchen Garden: A Book of Gardening, Cooking, & Learning

Georgeanne & Ethel Brennan

Classroom Language Skills for Children with Down Syndrome: A Guide for Parents and Teachers

Libby Kumin

ISBN# 1-890627-11-9

Do Touch: Instant, Easy Hand-On Learning Experiences for Young ChildrenLabritta Gilbert

Gryphon House ( 1989

ISBN# 0-87659-118-7

Do-Watch-Say-Listen: Communication Intervention for Children with Autism

Kathleen Ann Quill

The Down Syndrome Nutrition Handbook: A Guide to Promoting Healthy Lifestyles

Joan E. Guthrie Medlen

ISBN# 1-890627-23-2

Early Childhood Themes Through the Year

Debbie Thompson and Darlene Hardwick

Teacher Created Materials ( 1993

ISBN# 0-7439-3647-7

Early Communication Skills for Children with Down Syndrome: A Guide for Parents and Professionals

Libby Kumin

ISBN# 1-890627-27-5

Early Sensory Skills

Jackie Cooke

Winslow Press Ltd. ( 1996

ISBN# 0-86388-145-9

The Explosive Child

Ross Greene

Fun with My 5 Senses

Sarah Williamson

Williamson Publishing Co. ( 1998

ISBN # 1-885593-19-8

The Giant Encyclopedia of Theme Activities for Children 2 to 5:

Over 600 Favorite Activities Created by Teachers for Teachers

Gryphon House, Inc. ( 1993

ISBN# 0-87659-166-7

Honest Pretzels and 65 Other Amazing Recipes for Cooks Ages 8 & Up

Mollie Katzen

I Can Cook, Too!

Pat Mervine, Michelle Burton, and Lynn Wood

Mayer-Johnson (

ISBN#

Jumbo Book of Preschool Activities

Shirley Jones

Teacher Created Materials, Inc. ( 1999

ISBN# 0-7439-3648-5

Lotions, Potions, and Slime: Mudpies and More!

Nancy Blakely

Tricycle Press ( 1996

ISBN# 1-883672-21-X

The Mudpies Activity Book: Recipes for Invention

Nancy Blakely

The Mudpies Book of Boredom Busters

Nancy Blakey

Tricycle Press ( 1999

ISBN# 1-883672-86-4

More Mudpies

Nancy Blakey

The New Language of Toys: Teaching Communication Skills to Children with Special Needs, A Guide for Parents and Teachers

Sue Schwartz

ISBN# 1-890627-48-8

Parachute Play for Indoor/Outdoor Fun

Liz and Dick Wilmes

Building Blocks Publications ( 1985

ISBN# 0-943452-03-1

A Picture’s worth: PECS and Other Visual Communication Strategies in Autism

Andy Bondy & Lori Frost

ISBN# 0-933149-96-4

Pretend Soup and Other Real Recipes: A Cookbook for Preschoolers & Up

Mollie Katzen & Ann Henderson

Science Crafts for Kids: 50 Fantastic Things to Invent & Create

Gwen Diehn & Terry Krautwurst

Discovery Toys, Inc. ( 1994

ISBN# 0-8069-0283-3

Solving Behavior Problems in Autism: Improving Communication with Visual Strategies

Linda A. Hodgdon

Star-Spangled Summertime: The Activity Professional’s Weekly Theme Guide

Becky Daniel

Gary Grimm & Associates ( 1996

ISBN# 1-56490-027-4

Surprise-Studded Springtime: Weekly Thematic Activities for Seniors

Becky Daniel

Gary Grimm & Associates ( 1996

ISBN# 1-56490-026-6

Teaching Reading to Children with Down Syndrome: A Guide for Parents and Teachers

Patricia Logan Oelwein

ISBN# 0-933149-55-7

Theme Adventures: Bright Ideas to Turn Any Day into a Classroom Celebration

Veronica Terrill

Good Apple ( 1992

ISBN# 0-86653-610-8

Warm and Wondrous Wintertime: The Activity Professional’s Weekly Theme Guide

Becky Daniel

Gary Grimm & Associates ( 1996

ISBN# 1-56490-023-1

Websites:

worksheets/index.php Parenting ideas

Free online resources; Create lessons, rubrics, classroom calendars

Teaching basics

Emergent Literacy

A game every day

gwstemplate.cfm?section=greatwebsites&template=/cfapps/gws/default.cfm American Library Association site - many great links

Make math worksheets and flashcards, play games

java/clock/instructions.html Teaching Time

ars.News/docs.htm USDA site - check out the Sci 4 Kids area

artsedge.teach standards based lessons for the arts

lesson plans, themes, printables

themes, other excellent sites for children

picturerecipes.html Picture Recipes

callier.utdallas.edu/ACT/res.html#A Augmentative Communication

kids/reading.html Tumble Books-Canton Library

Great resources and ideas for children’s music

techlab.msu.edu/sites/aslweb/browser.htm American Sign Language video clip library

home.htm Games/Calculators

moom.php Comprehensive site for online museums

Scripts/abshire/grants.asp Tips and leads for grant writing

educators/index.cfm Activities, lessons, etc.

Emergent Literacy Activities

csuchico.edu/~cgorange/229Barts.html K-6 Arts lesson plans

education Learn about musical instruments

bingo/bingo1.asp Make Bingo Cards

Info for Parents, Students, and Teachers on topics such as diversity and sensory activities

Worksheets, activities, etc.

Drill games in content areas

Teacher tools

education.home/index.html NASA - primary resources

From Houghton Mifflin – activities and textbook support for HM books

A little bit of everything for teachers

Holiday crafts and ideas

game rules

first-school.ws preschool activities

President’s Council on Physical Fitness

Resources for instrumental music for classroom projects

Divided into content areas; kids games

Children’s Activities

graves.k12.ky.us/powerpoints/elementary/ Science Power Points

Gutenburg Project – Free e-books

coolscience/ Cool science information for kids

honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/teachtip.htm Teaching tips

Interesting stuff!

Information on bugs

Sites for teachers and students

isd77.k12.mn.us/resources/staffpages/shirk/k12.music.html Resources for K-12 Music Educators

itweb.necc_04/ Creating art with technology

kid/body/index.html Exploring your body for kids

Sponsored by the Federal Citizen Information Center – kids government site

_browser/index.html Student and teacher resources

Basic and theme sheets and lessons (worksheets)

Worksheets Central; Rubrics Central

Many lesson plans for teachers

Lesson plans

Good resources for primary sources

Lycos Zone; Features a teachers zone and a parents zone

books/ Children’s storybooks on the web

math.hmc.edu/funfacts/ Fun math facts and games

Monterey Bay Aquarium; Live web cams of sea life

Teaching Money

Museums online

nceas.ucsb.edu/nceas-web/kids/ Ecology information for kids

tips Teaching tips, classroom management, etc.

news2_ Weekly news magazine and activities for students (subscription cost)

curriculum/cc23_sensory.materials.html National Network for Childcare

nlvm.usu.edu/en/nav/vlibrary.html Library of virtual math manipulatives; Hands-on math

Great resources and lessons

For Teachers by Teachers

priorywoods.middlesbrough.sch.uk/diary/links/links.htm Free switch programs

Practices and resources in English/Language Arts education

rpo.library.utoronto.ca/display/index.cfm Search for poems by first line, keyword, poet, etc.

sbcss.k12.ca.us/sbcss/specialeducation/ecthematic/myself/ activities for learning about the self

school. From the Discovery Channel

links/sealink.html Explore shipwrecks, marine life, marine conservation efforts, etc.

Literacy program for children

eel/eel.asp?themeID=18 Stories, crafts, games

sunsite.berkeley.edu/KidsClick!/ Web search engine for kids by librarians

super- Kids links of interest

teach- Lots of great teaching links

web_tools/materials/ Classroom materials generator

Lesson plans and teacher tools

content/ integrating technology into the classroom

Classroom resources; lesson plans

Resources; newsletters

teachervision.printable/graphic-organizers/6391.html?detoured=1 Printables, lesson plans

Fun/Kids/?&CFID=6358487&CFTOKEN=43625490 - good information; easy to understand

thecoo.edu/~apeter/computer_lab.htm Tons of websites by grade

TFK/ Links for parents and teachers

web- Free e-books for download

Recipes:

Bubbles

1c Joy or Dawn dish soap

10c water

1/4 cup glycerin (makes bubbles last longer, but not really necessary to use)

Bubbles mixture may be saved in plastic jugs.

Play dough

1 Cup Flour

1 Cup Water

1/2 Cup Salt

1 Tablespoon Cooking Oil

2 Teaspoons Cream of Tartar

Food Coloring

Mix together all ingredients in a saucepan until all lumps are gone. Slowly heat the mixture stirring all the time. When the dough starts to come away from the side of the pan take it off the heat. When it is cool enough take it out of the pan and knead it for 3 minutes or so. (Make sure you put the pan that you used to make the play dough in water as soon as you are done!!)

This activity can be done on a table. You can store the play dough in a sealed container in the refrigerator for a few weeks. This soft play dough is especially great for toddlers.

Variations: Use a package of sugarless Kool-Aid mix to color your dough instead of food coloring (omit cream of tartar when using Kool-Aid). Add a few drops of vanilla or peppermint extracts to your dough to scent it.

Sand paint

Tempera paint (powder)

Sand

Glue

Mix dry tempera paint with sand. Let kids spread glue on picture and sprinkle sand on it. Shake loose excess sand when dry.

Salt Paint

1/3 cup salt

1/4 tsp. food coloring

Spread in pan to dry before putting in shakers.

“Ooblik”

4 parts cornstarch

1 part water

You can add coloring, if desired

Add water gradually to cornstarch. Stir with fingers. Is it a liquid or a solid?

Cooked Play Dough

1 cup flour

1/2 cup salt

1 cup water

1 T. vegetable oil

2 tsp. cream of tartar

Heat until ingredients form ball, add food coloring.

Non-hardening No-Cook Play Dough

2 cups self rising flour

2 T. alum

2 T. salt

2 T. cooking oil

1 cup, plus 2 T. boiling water

Mix and knead.

Silly putty, also called “Gak”

2c (approx.) White glue

1c (approx.) liquid starch

Food coloring

Mix until it achieves the desired texture. If the silly putty is too sticky, add more starch. If the silly putty won't stick to itself, it needs more glue. Add your choice of food coloring with the starch.

Clean Mud

3 bars of Ivory Soap, grated

1 to 2 rolls Toilet Paper

Hot water (not scalding!)

Older children can help grate the soap, but even toddlers will enjoy helping tear up the toilet paper to add to this mix. Put the soap and t. paper into a large mixing bowl or dish tub. Gradually add a little hot water, and mix with the hands. Continue to add small amounts of water, until a nice "muddy" consistency is obtained. Annie notes that it should have the consistency of "Cool Whip".

Sugar Flour Paste

1 cup flour

1 cup sugar

1 qt. water (2 cups cold /2 cups hot)

1 T. powdered alum

3 drops of oil of cloves

Mix flour and sugar together. Slowly stir in 1 cup of water. Bring remainder to boil and add the mixture to it, stirring constantly. Continue to cook and stir (1/2 hr. in a double broiler) until fairly clear. Remove from heat and add oil of cloves. Makes 1 quart of paste. Paste keeps a long time. Keep moist by adding a small piece of wet sponge to top of small jar of paste.

Potter's Clay

1/2 cup flour

1/2 cup cornstarch

1 cup salt dissolved in 3 3/4 cups of boiling water

Blend flour and cornstarch with enough water to make paste. Boil water and salt. Add to cornstarch mix and cook until clear. Cool overnight then add 6 to 8 cups of flour and knead until you have the right consistency.

NOTE: Keep a metal saltshaker full of flour handy for the children to keep their clay from sticking.

Bookbinder's Paste

1 tsp. flour

2 tsp. cornstarch

1/4 tsp. alum (powdered)

1/3 cup water

Mix dry ingredients. Add water slowly, stirring out lumps. Cook in a double boiler over low heat, stirring constantly. Remove from heat when paste begins to thicken; it will thicken more as it cools. Keep covered. Thin with water when necessary.

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|StartWrite |

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|Description – |Where to see it – |

|StartWrite is a software program that uses the computer to assist in the teaching of handwriting.| |

|Through the use of dotted/non | |

|Lines, the teacher can create templates for children at all levels of ability. | |

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|Instructional Area (cross-reference) to Curriculum Level(s): Participation X Supported Ind. Both |

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|Level: |

|Performance Expectation #: 9 – Functional Academics – Language Arts –Increases Writing and Spelling Skills (C1) |

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