Teacher of Students with Visual Impairments
Abacus, art smock, award stickers, backpack, ballpoint pens, binder, book, bulletin board, calculator, chalk, colored pencils, colored pens, composition book, construction paper, crafts, crayons, dividers, dry erase markers, erasers, filler paper, flash cards, flash drives, glue sticks, hand sanitizer, headphones, highlighters, index cards, Kleenex, laptop, lunch bags, lunchboxes, markers, mechanical pencil, notebooks, pencils, pencil box, planner, protractor, push pins, rulers, scissors, sharpeners
Possible Vocabulary for this unit include but are not limited to:
Abacus, art, award, backpack, bag, binder, book, box, board, calculator, chalk, color, composition, construction, craft, crayon, divider, eraser, filler, flash, glue, gym, headphones, highlighter, index, janitor, Kleenex, laptop, library, lunch, lunchbox, marker, mechanical, menu, music, notebook, nurse, paint, paper, pencil, pen, planner, principal, protractor, pin, ruler, sanitizer , scissors, secretary, sharpener, smock, snack, sticker, teacher, therapist
Literature Related to Welcome Back to School..
If You Take a Mouse to School – Laura Numeroff
My Teacher Sleeps in School – Leatie Weiss
The Kissing Hand – Audrey Penn
Will I have a friend? – Miriam Cohen
The First Day Jitters – Julie Danneberg
Arithmetic – Carl Sandburg
Good Morning – Greg & Steve Vol.. 2
So Happy You’re Here – Hap Palmer – So Big
The More We Get Together – Raffi, Silly Songs
We’re All Together Again – Greg & Steve Vol 5
Pop Culture Songs:
Be True to Your School - Beach Boys
Welcome Back (from Welcome Back Kotter) - John Sebastian
School Alma Matter
Yearbooks from previous years
Inform the student that these words have things in common and can be grouped together. Present a simple web with headings of categories. Have the student read the word and place it in the category where it may belong. If the student has difficulty, encourage them to request help. Sometimes a word could belong in more than one category. When this happens, allow the student to select where they would like it to go, or write the word on two cards and place it in both categories. Possible web categories include:
- Locations in the school: art, bathroom, bus drop off, cafeteria, computer lab, elevator, office, nurses station, gym, hallway, library
- People at School: teacher, speech and language pathologist, occupational therapist, physical therapist, teacher of students with visual impairments, cafeteria workers, janitor, nurse, principal, secretary
- Locations in the classroom: art, writing, circle/meeting, math, science, computer, bathroom, desk, sink
- School Supplies: books, crayons, notepads, pencil, eraser, markers, tape, glue, ruler
- Food related: lunch, snack, lunch bag, menu
Class Rules Discussion
In order to help everyone get along and for the class to move smoothly, there are classroom rules that need to be followed. Discuss the need for classroom rules and discuss the consequences in violating the rules.
Possible classroom rules include:
- Keep hands to self
- Use appropriate ways to express wants/needs
- Walk/move safely
- Take turns
- Be good listeners
- Be honest
- Don’t say bad things about others
- Work hard and follow directions
Personal Responsibility Discussion
Discuss that every day we have to make choices. When we make choices, we are responsible for our own actions. We must respect those in authority and respect the rights of others. Describe the importance of personal responsibility (doing your best in school). Build on citizenship traits (fairness, reliability, honesty). Consider introducing a "caught showing good character chart" to reward responsibility and good character.
If your school doesn’t already participate in the Core Essential Values program, talk to someone about funding to set up this program. The goal of the program is to create a values culture. The program partners with your local Chick-fil-a. Downloads are available for teachers, counselors, principals, and bus drivers to allow the value of the month to be interwoven throughout the school day. There is also information for home. You will receive redeemable Value-Able cards to reward kids that display the value!
Important beginning of the year concepts are:
- Treat other right
- Make smart decisions
- Maximize your potential
Have teachers and/or students take turns demonstrating examples of these values!
Present cards with the school employees/therapists names printed/brailled on them. Play the recorded greetings from the staff one at a time. Encourage students to identify the person in the audio recordings and the picture (if the student has usable vision). Next, pronounce the person’s name. Encourage the students to locate the printed name. Stress the beginning sound of the person’s name to assist students in identifying the beginning letter of their name. Then locate names that begin with that letter. If there is more than one name that begins with that letter, continue by determining the next sound/letter combination in their name. Once the student has found the printed/brailled name, place it by the picture. Continue until all names are matched.
On My Way to School
Encourage students to share with the class their experience of coming to school. Prompt students as needed to include what they packed in their backpacks and how they arrived at school (bus, van, car, truck). Students may enhance their presentation by sharing personal items or may use pictures/videos/sounds of what they heard. Allow students to use pictures or objects representing various stages of going to school, have the students verbally tell or arrange the pictures/objects in the correct order. For example: put on shoes/coat, put on backpack, ride in vehicle (tire for object), hang up coat (hook). Identify transportation that students use to get to and from school.
Place a variety of school related objects and materials stored in various locations throughout the room on a tray and present it to the students. Encourage students to identify the objects. Discuss the objects and how they relate to school. Encourage students to individually or in pairs, bring the items to their correct location. This will be individualized to the materials available in your room, but may include: pencils, crayons, glue sticks, manipulatives, books, paper, etc.
Play classroom “I Spy” (Or alternatively, I'm thinking of something that...) with objects/materials/toys found in various centers or common to school. Describe by function. Ex. I Spy something that is used to cut; I Spy something that we hang our coat on.
During the orientation, be sure to systematically show the students where the playground, cafeteria, library, music room, gym, art room, principal’s office, nurses office and front office. Also orient them to the other rooms/areas and to locations they will need to find within the rooms/areas. As you are walking through the building, identify physical land and water forms around the school campus. Discuss cardinal directions and left and right as you orient students to the school building. Identify transportation that students use to get to and from school.
Meet Principal, Therapists & Specialists
Share with students that just as it is important for everyone to know where things are located and how to get around throughout the school building, it is also important to know teachers, classmates and therapists’ names. Have students answer riddles about therapists, school personnel, stations, etc. "This person comes to help some students write their name, etc."
School Tour Sequence
Take the students on a tour of the school to refresh their memories or simply to greet those they haven't seen since the previous school year. Bring along a set of recordable buttons such as these from Learning resources.
Record the voices of people you meet or sounds from locations you visit on each button. Upon returning to the classroom, have the students listen to recordings from activity/experience. Encourage the students to place the buttons in the order in which they heard the sound. Extend the activity by removing one of the buttons. Have the students listen to the remaining buttons and determine what button is missing.
Help students create a weekly newsletter. Tell students that a newsletter is a way to communicate with their families and tell them about what happens at school. Encourage students to include the weeks highlights, upcoming events, and any requests.
Encourage students to begin a journal that they can add to each day. Some students will have more success writing about their day and what is familiar to them. For others, provide possible topic starters such as: activities they did in school or preferred/non-preferred activities. Modify the activity for students who are non-verbal and unable to write. Take pictures of their day using an ipad and group the photos using an app such as Pictello.
Lunch Assembly Patterns
Provide students with sandwich parts using tactually and visually different materials to represent meats, cheese, pickles, lettuce, mustard, bread, etc. as well as empty milk and juice containers, and chip snack bags. Create sandwich assembly cards that depict what goes on certain kinds of sandwiches. Provide lunch trays along with mock lunch order requests. Have students fill orders. For added fun, have the worker ring a bell and announce "order up!" when each order is complete and accurate. For an added challenge use a timer and challenge students to complete a certain number of orders within a specified time.
School Supply Number matching
Have students determine “how many” in created sets of objects (pencils, erasers, spoons, paper clips, etc.).. Encourage students to write the number that corresponds to the amount in a set on cards labeled with object name. Arrange the cards from least to most. Have the students determine if the amounts are odd or even
Bus Stops On My Way to School Sequencing
Create a poster or file folder titled "On My Way to School". Draw or create a tactual house in the top left corner of the poster and a school at the lower right corner. Draw or create a tactual road leading from home to the school. Place 10 "bus stops" using Velcro, along the road. Provide the students with Velcro numbers 1-10 and encourage the students to label the stops to school in sequential order.
The Long and Short of It
Provide students with pieces of chalk, various size pencils, markers, scissors and crayons. Encourage students to measure the length using a ruler, yardstick, meter stick or measuring tape. Encourage other students to identify tools used to measure with. Provide assistance to students as needed to determine how much longer one object is than another. Create a graph to represent the data and determine which items are the longest
How many Crayons Tall are You?
Compare the materials and arrange from smallest to largest. Encourage students to estimate length using inches, feet, centimeters or meters (or nonstandard units). Provide assistance to students as needed to determine how much longer one object is than another. Create a graph to represent the data and determine which items are the longest.
Cookie Taste Test
Chocolate chip, M&M, No Bakes, Oatmeal, Nutter Butter, Oreo's, Peanut Butter, Snicker Doodle, Vanilla Wafers
How did you come to school?
- Who: Who do you recognize in the yearbook? Who's pictures are in the yearbook?
- What: What section(s) of the yearbook were your favorite? What clubs are listed? What special activities are shown? What sports teams are listed? What areas of the school are shown?
- Where: Where were the pictures taken?
- When: When were the pictures taken?
- Why: Why would you want to buy a yearbook?