These two tasks are being used in a classroom whose theme for the month is farm animals.
The first task is a great example of how one toy can be modified to fit the different functioning levels of our students. These chunky, wooden items from a farm lacing bead set by Melissa and Doug have large openings which make them easier for small hands to manipulate. The typical lacing strings which are included in the set, however, are often difficult for some of our students. The flexibility of the laces requires precise two-handed dexterity.
To thread the wooden farm-related items successfully, one student might need a rigid thread, such as a plastic straw; another may be able to thread the piece with a less rigid device that flexes somewhat, such as a pipe cleaner.
By thinking of each students’ emerging abilities, the skills they need to learn, and the products available, we devise different ways for students to achieve the same objectives: using two hands simultaneously and figuring out how to get the threader entirely through the opening.
This second task shows a similar idea of adapting materials (a book in this example) in different ways to meet the individualized needs of our students. The objective here to use clues to draw conclusions. This is an important thinking or inference skill that is needed when comprehending what we read.
The book, Who’s on the Farm written by Dorothea DePrisco and illustrated by Chris Gilvan-Carwright, provides clues about what animal or person is partially hidden. Before uncovering the picture, children make a guess based on the clues.
To help our students understand what to do, we made two adaptations based on their emerging abilities. Adaptation #1 offers scanned pictures, identical to those in the book, of the possible answers. The children choose their answer from among the visual choices and Velcro the picture on the back of the flap that covered the answer. Below our student has Velcroed the pig correctly. Adding this additional visual component of scanned possible answers allows even a nonverbal child to participate, provides multi-modal interest, and helps students use clues to answer the question of “who.”
Adaptation #2 is designed for students who can answer questions but are learning the concept of making guesses. This visual support reminds the student to make a guess before uncovering the picture in the book.
All of our Tasks Galore products demonstrate various ways to use the same task for a variety of learning experiences. To learn more about thematic studies and how to adapt a full curriculum based on one unit please visit www.tasksgalore.com and click on Tasks Galore Literature-based Thematic Units.
Reminder we will have a Back To School Sale through our partnering distributor Amazon.com during the month of August 2018.