Writing Without Standards

In February, my class started to write! I had been reading about various ways to do this for my class. I decided to try it.

To start out you don't need much - just 2 things to get started.

1) Pictures are important - they help you to have a context for what your student in writing about. I used extra pictures from our scrapbooks, familiar symbols, and I would print off pictures of items that my students liked - favourite cartoon characters, apps, toys, etc.

2 ) Something to write in - I choose small notebooks as that is what I had in a cupboard.

Here are some samples from one of my students.

 

It is hard to see but she did print the letters 'sesame str.' I took those letters and wrote the whole phrase. I reinforced the letters that my student wrote by underlining the letters that we have in common.

 

In this example, she doodled but eventually wrote the word SUN. Again attention was drawn to the letters that she used and that word was turned into a sentence.

  

In this example, I used the app Abilipad to do some writing with the same student. I thought that I had created 3 pages to be written on over 3 days but she had other ideas! She went back and forth between the three pictures and would write on all of them. After I printed out the pictures, I highlighted the words that she independently typed.

Here is a one page handout to explain Writing Without Standards:

All of my students are able to use a traditional pencil to write so I do not have to use alternative pencils.  If your student/child is unable to print traditionally, use an alternative pencil. It could be a keyboard, eye gaze chart, alphabet flip chart, etc.


If you would like more information about Writing Without Standards you can access these resources.

• Erin Sheldon's Writing Instruction for Students with Angelman Syndrome, this is the handout that I used to create my one page How to
• Caroline Musselwhite's The Art of Attributing Meaning to Student Attempts

Worksheet Wednesday --- Writing Numbers

I encountered a perplexing dilemma in my class. I had a student who was able to do all of these things:
-receptively identify numbers up to 75 (for example, find 23 with a calendar)
-expressively identify numbers up to 75 (for example, what number is this?)
-count out from a larger set of 30 (for example, give me 15 bears)
-count items up to 50 (for example, how many cars are there?)

We have been working extensively on learning to add with this student.  He progressed to being able to able to add a two digit number to a single digit number (14+8=), however he would find the answer of 22 and then just look at an adult that was close by and repeat 22 over and over again. He knew the correct answer but had no idea how to print the numbers 20 onwards.

To tackle this perplexing dilemma, I created a set of worksheets where the student has to do 2 tasks but I am sure there are other ways of using these materials.

Task 1 - sequence numbers 0-30 on blank charts, there are a variety of column widths (3, 4, 5, and 6).  I have this task laminated and he arranged the number tiles to complete the series.

Task 2 - there are various grids that have missing numbers and the students in expected to print in the missing numbers.

Click here for the data sheet that I use in my classroom, it is not very fancy but it works for what I need it for.

If you would like to try this 10 page pack out for free you can go to:
http://www.teacherspayteachers.com/Product/Fill-in-the-Numbers-1-30-1209995

I am linking up with Worksheet Wednesday through The Teaching Tribune.

Touch Math Cards

This school year I have been using Touch Math extensively in my classroom with a lot of success. So I thought I would share how we have made our own materials.

I had each of my students in my class make their own flashcards to use to learn the Touch Math system of touching dots.  You will need:

• Colour Coding Labels - small circle stickers
• White Reinforcements - before starting the activity I coloured them with various Sharpies to have them stand out on the white paper
• Flashcards for #1-9 - you can see a set here (you need a free membership to access)

I gave each student a set of flashcards that I had pre-cut for them.  Then each student had the chance to choose which colours they wanted to use, my only rule was it could not be the same for the dots and the reinforcements.  Luckily it all worked out and everyone received the colours they wanted.
I then showed my set of cards and I had the students copy me in placing the dots and rings for each number.  I laminated them and we have been using them all year.

 One student came into my class just starting to add using Touch Math.  This week he has been using Touch Math strategies to add 3 digit numbers with and without regrouping and to subtract two digit numbers with and without regrouping.  

Two students came into my class never having used Touch Math and through the Touch Math App, by creating our own Touch Math Flashcards and using flashcards without the dots.  Both of these students are now adding numbers up to 18. 

Very Hungry Caterpillar and Days of the Week

In January we are learning about then and now but I decided to start the new year learning about the Days of the Week. I thought it would be a great way to start the new year, a new topic but something that my students were familiar with.

On Pinterest, I found a days of the week caterpillar made from paper plates.  You can see the original pin here.

From that original pin, we created this bulletin board for the hallway.  During the snow day, we pained all the paper plates and then we finished it today.

 

Here are some close up views of the bulletin board:

We also created a "life and paste days of the week activity" to go along with reading The Very Hungry Caterpillar by Eric Carle.  We read the book a number of times during the week and talked about the different days of the week.  I had the students use the lift and paste activity to identify the various days as we read the book.

You can get your own copy this activity from Making Learning Fun.