Special education
Life Skills - Color
Recognition
Behavioral
Objectives
Given four colored pieces of paper or foam cut into
different shapes and asked the question, “Point to the yellow
square,” the children will point to the yellow square five out of five
times with ninety percent
accuracy.
Materials
Four different colored
shapes for each child
Crayon Colors Board
(optional)
Procedures
Introduction:
1.
Seat the class around the resource table or at their desks.
Once
situated, tell the children, “Today we are going to learn to pick
out the color yellow.” Ask the more advanced children, “Can
you tell me something that is yellow?” Prompt them to answer.
(School Bus, Banana...)
Development:
1. Place a yellow piece of
construction paper in front of each child and say, “This is the color
yellow, point to the color yellow.” Guide the child if they do not
point to yellow. Have the child point to the yellow piece of paper three
times.
2. Repeat step #1, except this time also place in front of
the child a
different colored shape. Once again prompting may be needed
to guide the child to point to the color yellow. Repeat this step until
the child can point to the color yellow three consecutive times.
3.
Repeat step #2, except reverse the left-right position of the names
(that is,
if yellow was originally to the right of the second color, put it to the
left). Use prompting again. Do this step until the child has pointed
to the color yellow three consecutive times.
4. Add a third color
to the group and repeat step one. Do this until the child has pointed to
the color yellow three consecutive times. Praise and reward the child when
he points to yellow.
5. Finally add the fourth color and repeat
step one. Do this until the
student has pointed to the color yellow
three consecutive times. If time allows mix up the colors and have the
student pick out the yellow from the
pile.
Conclusion:
1. Have the children give you
their materials.
2. Tell the children, “Today we learned to pick
out the color yellow.”
Then ask, Can you tell me what is the color
yellow in this room?” Call on each child. Have them answer
verbally or nonverbal.
Evaluation of
students:
1. Next bring out the Crayon Colors poster.
Tell the class, “These are pictures of different colored
crayons.” Point to each crayon and tell the students what color it
is. Then ask them to point to the color yellow crayon.
Stringing
Beads
Life
Skills
Behavioral
Objectives
a. Given an already
beaded string each student will copy the arrangement of beads three out of three
times with eighty percent
accuracy.
Materials
Beads and String
Card with
child’s name on it
Gold Stars or other stickers
III.
Procedures
Introduction:
1. Seat the class at the resource table
and show them the a string of beads and say, “Look at the pretty beads I
put together. Let’s see if you can use the beads to make the exact
same match.”
Development:
1. Heavily prompt the student on
the first try. Use hand over
hand and tell them what bead to look for
to put on the string. For example, “Joel, look at the first bead on
the string, we have to find one just like it to put on our string. Can you
find the bead inside of this bucket.” Praise Joel for finding the
bead and continue likewise with the other beads until the string of beads
matches the master string of beads.
2. Be sure to hold the finished string up to the
original to show the
student that they made the same one.
3. Tell the student, “You did a great
job, we will put a star by your card.
Let’s see if we can do it again
to get another star.”
4. Repeat steps one through three two more
times.
Conclusion:
1. Give the student their card that reads, I
strung and matched beads very well today! Explain to the student what the
card means and tell them to take it home to share with their
family.
Thinking Skills
I. Behavioral Objectives
a. When asked a question about Corduroy, the story read in
class, the student will answer the teacher with 100% accuracy.
II. Materials
a.
The book -
Corduroy by Don Freeman
b. A picture of Corduroy for each student
III. Procedures
Introduction:
1. Seat the class at their assigned desks and ask the children,
"Does anyone have a Teddy Bear at home? If you have a Teddy Bear at Home
raise your hand." Ask the students who raised their hands questions about
their Teddy Bear. Then with great enthusiasm tell the class, "Today I am
going to read you a story about a very special Teddy Bear who’s name is
Corduroy. Get ready for the story boys and girls by having your eyes on the
book."
Development:
1. Read the story.
2. After the story is finished being read, ask each student a question.
Your questions will vary depending on what student you are asking the question
to. Example questions would be;
What is the name of the Teddy
Bear in this book?
Do you like Teddy Bears?
What was Corduroy trying to find?
What color is Corduroys’ pants?
3. If time allows ask the class, "Since you all listened so well to
the Corduroy story, would you like your very own picture of Corduroy that you
can color and then hang-up in the room?" Give the student the picture of
Corduroy.
Conclusion:
2. Conclude by having the children hang-up their pictures in the room.
Evaluation of students:
1. By observing the students the teacher will be able to monitor what
each student learned through the lesson.
Opening Exercises
(appropriate behavior)
*Life Skills
I. Behavioral Objectives
a. Given the American Flag placed in the front of the room, the children
will stand, push in their chairs and say the pledge one time with fifty percent
accuracy.
b. Given a large calendar placed in front of the room and the command
"count the numbers stopping at today’s date the 16th," the
students will count the numbers both individually and as a group.
c. Given a picture of the word September and 1998, the students will tell
the teacher the month and year of the days date.
d. Given the question, "What is the weather like today?" the
students will correctly tell the teacher what the daily weather
is.
II. Materials
a. Calendar Set-up
III. Procedures
Introduction:
1. Students will be asked what today is, "Is today
Wednesday?"
Development:
1. After the class tells the teacher the day of the week, ask the
class what month it is by pointing to the September sign approve the calendar
and saying, "Raise your hand but do not talk if you know what month it is
today?" Call on a volunteer. After getting the correct response of
"September", go to each student individually and ask them to tell you
what month it is.
2. Next, tell the class, "We need to find out what date it is.
Let’s all count the numbers on the calendar stopping at today’s
date. Get ready! (Point to the one). As a group count making sure all the
students are responding.
3. Tell the students, "You did a great job, counting to the date!
Today’s date is the sixteenth. So that means today is Wednesday, (point to
the word Wednesday) September (point to the word September) sixteen, (point to
the fifteen) 1998 (point to 1998)."
4. Ask a student in the class if they thought today was hot or cold. Wait
for the correct response and then post it.
5. Review rules and jobs
Conclusion:\
1. Hand out a calendar to the students and have them place the numbers on
it.
Evaluation of students:
1. The student will count the numbers on the calendar and recite the date
and weather to the satisfaction of the teacher.
.