You are on page 1of 10

Title: Turkey Counting

Foundation Blocks:
Math
1 Number Sense
a) Count forward to 20 or more. Count backward from 5.
Application:
This teacher made material was used as a tool to promote counting
skills in a self- contained preschool classroom that had nine students
attending the program. The lesson was differentiated for each student based
on their counting ability, which is why there are two types of popsicle sticks
with different numbers of turkeys on them. Within this classroom there was a
student diagnosed with cerebral palsy who had difficulty gripping objects.
Therefore, some of the popsicle sticks were glued together to create a thick
enough stick that the student could hold independently while performing this
task.
Title: How are we good friends?

Foundation Blocks:
Literacy
2 Vocabulary
c) use expanding vocabulary with increasing frequency and
sophistication to express and describe feelings, needs and ideas.

Application:
This teacher made material was used in an inclusive preschool
classroom setting that has eighteen students attending the program. After
reading Rainbow Fish the class was guided through a discussion about how to
be a good friend. The questions that were asked encouraged to students to
make connections to their prior experiences and to the text that was just
read aloud. While the students shared their ideas, the teacher wrote them
down on the material shown above. Once this conversation ended the
teacher told the students that the rainbow fish would be hung in the room as
a reminder of what it means to be a good friend.

Title:
Frequency Chart

Foundation Block:
Health and Physical Development
3 Responsible Behaviors
a) Demonstrate safe behaviors by participating appropriately during
physical activity, accepting feedback, and taking responsibility for
behavior when prompted.
c) Work well with others.
d) Listen to and follow simple directions.

Application:
This teacher made material was used for data collection when
performing a functional behavior assessment and behavior intervention plan
in an inclusive preschool classroom setting. The data that was taken
provided the information for when the behavior occurred throughout the
school day, which later was used to create replacement skills, an emergency
plan and prevention strategies.

Frequency Data for B


Behavior: Bwilltantrum(anytwoofthefollowing:scream,hit,refuseverbally)whenanadult
requests/directshimtodoataskduringanypartoftheschoolday.
Dates
Schedule

Breakfeast/Liter
acy
Time with Mrs.
Lux
Transition to
Specials/ Group
Time
Specials/ Group
Time
Transition to
Group
Time/Specials
Group
Time/Specials
Transition to
Centers
Centers

Transition to
Lunch

Lunch

Transition to Nap

Nap
Title:
Activity by Skill Matrix

Foundation Block:
Health and Physical Development
2 Responsible Behaviors
a) Demonstrate safe behaviors by participating appropriately during
physical activity, accepting feedback, and taking responsibility for
behavior when prompted.
c) Work well with others.
d) Listen to and follow simple directions.

Application:
This teacher made material helped to make informative decisions for
action based research implementation for a specific childs objective. It
showed when this objective could occur during the day, which was when
data was taken on the child. This data informed what prompting strategies
would be used and if progress was made.

AppendixB
ActivitybySkillMatrixForm
D
X=Thisobjectivecanbeimplementedduringthistime.

Schedule Dwillsitonhisassignedspotonthe
carpetduringonegroupactivityfor
oneschoolweek

Arrival/Breakfast/
Calendar

Literacytimewith X
Mrs.Lux
X

Specials

ThemeoftheDay
Activity

Recess

LiteracyCenters

Departure/Nap
Time

Title:
Thanksgiving Class Book
Foundation Blocks:
Literacy
2 Vocabulary
a) Use size, shape, color, and spatial words to describe people,
places, and things.
b) Listen with increasing understanding to conversations and
directions. c) Use expanding vocabulary with increasing frequency
and sophistication to express and describe feelings, needs, and
ideas.
d) Participate in a wide variety of active sensory experiences to
build vocabulary.

Application:
This teacher made material was used as a template to make a class
book that the students would be able to look at during free choice time. The
student was asked what about what they were thankful for. After this
discussion, the student could see their words written in text. The teacher
then painted their hand to look like a turkey and placed that underneath the
text. During this whole process the teacher asked open ended questions that
provoked critical thinking skills about the colors of paint, the sensory
experience and about what it meant to be thankful.
Mrs. Saws
Class
is
thankful.
Savannah is
thankful
for
_______________.